| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育研究所 === 94 === ABSTRACT
This research aimed to investigate the impact of the research subject’s, a well-recognized efficient principle, leadership on school effectiveness of English teaching by qualitatively examining his relationship of his personal characteristics, his leadership philosophy, and his performance to the effectiveness of English instruction in an Elementary School in Taoyuan County.
Data were collected through 8-month ethnographical observation, record keeping, interviews, and survey of relevant literature and documents. Then, data obtained were sorted out, reorganized, analyzed, and interpreted in accordance with the research questions.
The research subject is a person being staid, calm, thoughtful, and friendly toward his colleagues whereas still maintaining his authority of being a principle. He emphasizes the comprehension and recognition of the nature of education and a keen insight and great appreciation of subject-matter expertise, which ensures the right direction of his leadership.
The research subject effectively promoted English teaching in his school by creating a relaxing and authentic language environment for students to acquire English naturally and by cultivating students’ motivation and confidence in applying English in their daily lives. In addition, he helped teachers form a self-initiative English teaching team and authorized them the rights to construct their own teaching materials and strategies which must be well-integrated and appealing to students’ interests and diverse English proficiency levels among students.
To solve the problems entailed by hastily implemented elementary school English education, he recruited classroom teachers to join English teaching to make up the shortage of English teachers, held a series of EFL seminars to enrich EFL teachers’ professional knowledge and teaching skills, increase English teaching hours to make English teaching complete and consistent, and communicated with parents for full support and trust.
Lastly, several suggestions were offered to promote appropriate and operational leadership of English instruction in terms of the effectiveness English instruction.
Key words: leadership of English teaching, school effectiveness of English teaching.
|
|---|
