中北部原住民族地區國小校長教學領導與教師教學效能之研究

• Main Author: 邱曉音
• Other Authors: 李安明
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/19478315008903596537

碩士 === 國立新竹教育大學 === 人資處教育行政碩士專班 === 96 === The main purpose of this study is to explore the current condition of elementary school principals’ instructional leadership and teachers’ teaching effectiveness that perceived by those educators of elementary schools in central and northern indigenous areas; the difference between the perceptions of elementary school principals’ instructional leadership and teachers’ teaching effectiveness for educators with different background variables; and the relationship between the elementary school principals’ instructional leadership and teachers’ teaching effectiveness, which can be the reference to education administration and schools in indigenous areas to improve indigenous education and conduct further researches. The formal research samples were obtained from 347 educators who were from those elementary schools in central and northern indigenous areas, such as Yilan County, Taipei County, Taoyuan County, Hsinchu County, Miaoli County, Taichung County, and Nantou County. This study has adopted the questionnaire survey and semi-structure interview to acquire the following conclusions: 1. The perception degree of the elementary school principals’ instructional leadership and teachers’ teaching effectiveness for those educators from elementary schools in central and northern indigenous areas was medium high. 2. Significant differences existed in the perception of elementary school principals’ instructional leadership for educators with different background variables, such as genders, service seniority and current positions, from elementary schools in central and northern indigenous areas. 3. No significant difference existed in the perception of teachers’ teaching effectiveness for educators with different background variables from elementary schools in central and northern indigenous areas. 4. Among those elementary schools in central and northern indigenous areas, there were 2 canonical correlations between the elementary school principals’ instructional leadership and teachers’ teaching effectiveness. The first canonical correlation has displayed a high positive correlation, where the aspect of “Promoting Teachers' Professional Development” has stronger correlation to the teachers’ teaching effectiveness. 5. The small number of teachers and students can facilitate the promotion of principals’ instructional leadership in those elementary schools in indigenous areas. 6. According to those factors, such as the family education is not obvious; fewer number of students; significant difference in learning levels; less cultural incentives; inconvenient traffic that caused higher teacher mobility rates; teaching equipment cannot be acquired easily; and teachers concurrently hold administrative positions, a negative influence of elementary schools in indigenous areas on promoting principals’ instructional leadership and teachers’ teaching effectiveness. 7. The indigenous cultures or values of the indigenous principals or teachers were not yielded significant influence on the elementary school principals’ instructional leadership and teachers’ teaching effectiveness. 8. The major factors that influenced the elementary school principals’ instructional leadership and teachers’ teaching effectiveness in indigenous areas were the unobvious function of students’ family education and the personal characteristics and teaching attitude of teachers. At last, this study has proposed some specific suggestions which can be the reference to the education administration and teachers of elementary schools in indigenous areas and conduct further researches.