| Summary: | 碩士 === 國立政治大學 === 教育研究所 === 94 === Abstract
The main purpose of this study was to construct the elementary and secondary school principal preparation systems in Taiwan by (1) Analyzing the documents and literature of the NPQH in England; (2) Investigating the opinions of different members on the ideal elementary and secondary school principal preparation systems in Taiwan; (3) Analyzing the relationships between principal professional preparation curriculum and principal professional competency standards; (4) Explore the influential power of principal professional preparation curriculum on the part of principal professional competency standards.
The method of this study was adopted literature review, questionnaires investigation and interviews. There were 800 questionnaire total issued and 524 effective samples were acquired. The sample included school principals and main administrators. There were 2 interview samples who were the core educational administrators conducting the work of he elementary and secondary school principal preparation. The instrument were ”Questionnaire for constructing the principal preparation systems of elementary and secondary school in Taiwan” and “Interview conspectus for constructing the principal preparation systems of elementary and secondary school in Taiwan.” The data gathered from questionnaires were analyzed by description statistics, t-test, One-way ANOVA, Pearson-moment correlation analysis, Scheff’e posteriori comparison, and SEM through the use of LISREL 8.71.
The conclusion drawn from the study results were as follows:
1. The constructing systems for the elementary and secondary school principal preparation in Taiwan are “three dimension model.”
2. The institution of the elementary and secondary school principal preparation is the one of national level.
3. The time of the elementary and secondary school principal preparation is half to one year, and is a distributed formation.
4. The need assessment for students of the elementary and secondary school principal preparation was conducted before accepting the preparation curriculum.
5. The fist order teacher of principal preparation curriculum was the professor who was experienced in practice and theoretical in colleges.
6. The learning and performance assessment to students was conducted by original preparation center and other professional assessment center.
7. The pay of principal preparation was paid by students’ himself /herself and national government.
8. The practical internship was conducted form the middle of the principal preparation, and was conducted by a distributed formation.
9. The ideal internship school of the principal preparation was multiple-type.
10. The best pair of mentor and trainne was several to one
11. The resources of mentors were multiple and accepted selecting.
12. The mentor participated in the principal preparation, and directed the principals weekly.
In the last part, the researcher, based on the findings, proposes some suggestions for the design unit of principal preparation system, hoping to benefit the development of construction of the elementary and secondary school principal preparation systems in future.
Key words: National Professional Qualification for Headship, NPQH, principal preparation systems, principal professional preparation curriculum, principal professional competency standards
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