A Study on the Perceptive Relationship between the Public Elementary Schools Principals’ Curriculum Leadership and Teachers’ Professional Growth

• Main Authors: LEE CHUN TE, 李俊德
• Other Authors: 鄭燿男
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/75981305016808299618

碩士 === 國立臺東大學 === 教育研究所 === 94 === Abstract Taiwan has transformed into a country of democratic politics, prosperous economic development, and fast-changing society. To enrich the general capacity and disposition of the citizens and improve the national competitiveness, educational reform has been implemented. As for public education, curriculum reform has become the core of the educational reform since the implementation of Grade 1-9 Curriculum, and promoting school-based curriculum is the focus of public schools. Therefore, principals’ curriculum leadership and teachers’ professional growth is the cornerstone for school’s achievement, and key to educational reform. This study discussed the perceptive relationship between principals’ curriculum leadership and teachers’ professional growth, so as to understand perception of teachers with varied backgrounds on the principals’ curriculum leadership, and the effect of principals’ curriculum leadership on teachers’ professional growth. This study intended to develop predictability of teachers’ professional growth based on principals’ curriculum leadership, and provide it to educators for reference. This study adopted methods of literature review and investigation. Stratified random sampling was used to select elementary school teachers in Taitung County as subjects. The data were analyzed with average means, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation, and regression analysis. The results are as follows; 1. Teachers’ perception on principals’ curriculum leadership is above the average, and the highest in “technical aspect”. 2. Teachers’ perception on teachers’ professional growth is above the average, and the highest in “professional vision and attitude”. 3. Teachers, who are “in mountainous areas and offshore island”, “male”, “above 51 years old”, “in position of director”, “teaching 6 class or less”, have shown more positive perception on principals’ curriculum leadership. 4. Teachers who are “above 51 years old”, “in position of director”, and have “completed graduate study of 40 credits”, have shown more positive perception on teachers’ professional growth. 5. Higher the rating of principals’ curriculum leadership, better the teachers’ professional growth. 6. Among the five aspect of principals’ curriculum leadership, “cultural aspect” has the greatest influence on teachers’ overall growth, as well as each dimension of growth. The results are consistent with Sergiovanni (1984)’s view of leadership in the cultural aspect is the force to bring the school to excellent. It also applies to teachers’ professional growth. Keywords: principals’ curriculum leadership, teachers’ professional growth