A Research on the Elementary School Principal Leading Behavior And the School Efficiency in Taipei City

• Main Authors: Lian De Cheng, 連德盛
• Other Authors: 鄭崇趁
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/83829183221431658198

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 95 === This study aims at interpreting how principals’ professional leading behaviors determined the efficiency of elementary schools in Taipei City at the present situation. It also analyzes the relationship between those leading behaviors and the efficiency of these schools. Meanwhile, it examines how the educators with different positions in the school prospect the relationships of leading behaviors and the efficiency of the schools. This study suggests that better principals’ professional leading behaviors lead to schools with better efficiency. This study provides relevant references for educational administrative bureau, principals, and elementary schools administrators. It sheds the light for further research based on its’ findings. This unique questionnaire, developed by the researcher for investigating the principals’ professional leading behaviors and elementary school efficiency was adopted in this study. By stratified random sampling, 706 samples were select to finish the questionnaire. They include 47 principals, 94 directors and 170 sectors of variable office, and 395 teachers. There were 577 in 706 samples returned the questionnaires. Response rate was 81.73% approximately. Various statistical techniques (ex. average, standard deviation, factor analysis, efficiency analysis, t-test, one-way analysis of variance, scheff’e rates, Pearson’s correlation coefficient, multiple regression analysis) were arranged to examine the data. The following 9 finding were found. 1. The educators take positive vision on principals’ professional leading behaviors. Especially on the aspect of emotional leadership, the rest of the followers are leading behaviors are public relationship, administrative leadership, professional development, and educational leadership at last. 2. The educators also take positive looks on the aspect of the efficiency of schools. Quality of instruction comes to the first position, followed by learning environment, organization climate, and finally, learning achievement and community participation. 3. Gender of the educators did NOT make any significant difference on acknowledging principals’ professional leading behaviors and the efficiency of schools. 4. Educators with male principal makes no significant difference from those with female principal on acknowledging principals’ professional leading behaviors and the efficiency of schools. 5. Senior teachers are always the most powerful and stable supporters of the school. 6. Elementary school teachers with master degree as well as teacher college graduates obtained higher score on the questionnaire than those teachers with short-term program diploma. 7. Principals and directors are the best ones who acknowledged principals’ professional leading behaviors and the efficiency of schools. 8. Principals’ professional leading behaviors are highly related to the efficiency of schools. Instructional leadership is especially most highly related to the efficiency of schools (r=.66), other behaviors are also related to the efficiency of schools significantly (r=.463 above). Meanwhile, principals’ professional leading behaviors are positive related to the efficiency of schools either on a whole or on five separate aspects. It means that the more principals’ leading behavior the better efficiency of schools. 9. Principals’ professional leading behaviors can be a perfect clue of predicting the efficiency of schools; especially the instructional leadership is the powerful one.