Research on the Relationship of Junior High Schools Between Principal's Teaching Leadership, Teachers' Community Interaction, Teachers' Professional Practice and School Effectiveness

• Main Authors: Ting Wen-Chi, 丁文祺
• Other Authors: Tsai Pei-Tsun
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/44376927717707911924

博士 === 國立高雄師範大學 === 成人教育研究所 === 96 === Abstract: The research mainly focuses on the relationship of junior high school between the capability of teaching leadership for the principals, the interaction conditions of teachers' communities, the processes of professional practice to the teachers and the promotions of school effectiveness, and also the construction of teaching leadership potency model for junior high school. The purposes of the research are: 1. Understanding the real conditions of junior high school principal's teaching leadership, teachers' community interaction, teachers' professional practice and school effectiveness. 2. Analyzing the district difference of cognition of junior high school teachers who have the different backgrounds in terms of their school principal's teaching leadership, teachers' community interaction, teachers' professional practice and school effectiveness. 3. Investigating the relationship between principal's teaching leadership, teachers' community interaction, teachers' professional practice and school effectiveness. 4. Constructing a model for the relationship between principal's teaching leadership, teachers' community interaction, teachers' professional practice and school effectiveness. 5. Based on the model of “Teaching Leadership Potency Model for Junior High School”, the result of the research can provide concrete suggestions and further study for junior high school. The subject of the research is focused on public junior high school in Taiwan. There are 45 sample schools and 1255 sample teachers in total. The effective received questionnaires are 89.56%. The numbers of valid samples are 1080.The instrument being used is named “A Questionnaire of Teaching Leadership Potency for Junior High School”, and is divided into four parts: “A Questionnaire of Principal’s Teaching Leadership for Junior High School”, “A Questionnaire of Teachers’ community interaction for Junior High School”, “A Questionnaire of Teachers’ Professional Practice for Junior High School” and “A Questionnaire of School effectiveness for Junior High School”. This adopts T test, One-way ANOVA (analysis of variance), Pearson correlation Analysis, Stepwise Regression Analysis and AMOS Structural Equation, for data analysis and test & research hypothesis. The following conclusion has been drawn from this study: 1. Junior high school principals have strong ability of teaching leadership and the most tendency of “Frame teaching cognition.” 2. Junior high school teachers generally have higher teaching community interaction and higher cognition in “community emotion.” 3. Junior high school teachers have good ability of teaching professional practice and the good performance of”enlightenment persisted.” 4. Junior high schools have the good performance in school effectiveness and consider “school outcomes” to be the most efficient in promoting schools. 5. The male teachers’ consciousness of school principal's teaching leadership, teachers' community interaction, teachers' professional practice and school effectiveness is higher than female teacher’s. 6. All of the teachers, in spite of the difference work experience, have the same consciousness of school principal's teaching leadership, teachers' community interaction, teachers' professional practice and school effectiveness. 7. All of the teachers, in spite of the difference work educational background, have the same consciousness of school principal's teaching leadership, teachers' community interaction, teachers' professional practice and school effectiveness. 8. The administrators have the higher identification about school principal's teaching leadership, teachers' community interaction, teachers' professional practice and school effectiveness than others. 9. The behavior of emulating study is obviously in small school within 24 classes. The performance of school effectiveness is distinctness in a large school over 49 classes. 10. The teachers work in shorter history school within 10 years tended to be more sensitive to the principal’s leadership and they take more community interaction. The teachers work in history school over 50 years tended to be more sensitive to teacher maturity. 11. The teachers in urban areas have the most performance in school effectiveness. And the teachers in the rural have the less performance. 12. The stronger ability of teaching leadership junior high school principals have, the better promotion teachers have community interaction, the better promotion teachers’ professional practice, school effectiveness enhancement. 13. The more emphasis junior high school principals put on the teacher’s community interaction, the better teacher’s professional practice and school effectiveness have. 14. The more emphasis junior high school principals put on the Teacher’s professional practice, the better and teacher’s professional practice have. 15. The observed variable “emulate the study” is the most predictable for the predicted variable “Student outcomes” of junior high schools. 16. The observed variable “emulate the study” is the most predictable for the predicted variable “teacher maturity” of junior high schools. 17. The observed variable “emulate the study” is the most predictable for the predicted variable “school outcomes” of junior high schools. 18. The observed variable “emulate the study” is the most predictable for the predicted variable “guardian approval” of junior high schools. 19. The observed variable “emulate the study” is the most predictable for the predicted variable “school effectiveness” of junior high schools. 20. The observed variable “teacher’s professional practice” is the most predictable for the predicted variable “school effectiveness” of junior high schools. 21. The principal’s teaching leadership, teacher’s community interaction and teacher’s professional practice have the direct influence to school effectiveness. 22. The principal’s teaching leadership penetrates teacher’s community interaction to have influence to school effectiveness 23. The principal’s teaching leadership penetrates teacher’s professional practice to have influence to school effectiveness 24. The teacher’s community interaction affects teacher’s professional practice. 25. The principal’s teaching leadership penetrates teacher’s community interaction and teacher’s professional practice has influence to school effectiveness. 26. The fit indexes of the model of teaching leadership potency for junior high school are available for the overall model fit. The above conclusions led to the following recommendations: 1. Recommendations for the practical application of school management. (1) Enhance the principals’ abilities in teaching leadership, to promote the school potency. (2) Principal should build the platform and the opportunity of “emulate the study.” to promote the teachers’ community interaction, identify the teachers’ profession performance. (3) Principals should give dual attention to all teachers, share the education leadership, and take the school vigor unfolding. (4) The model of teaching leadership potency for junior high school could provide the reference, the examination and the proof for school management. 2. Recommendations for competent authority in educations. (1) To establish principals professional leadership theories and the thorough study mechanism. (2) Enhance the administrative personnel's treatment and the morale. (3) Put into effect of the teacher classroom instruction ability. (4) The educational administration institution, should value the urban and rural areas disparity the phenomenon. 3. Recommendations for subsequent study. Further discussion objects of subjects of subsequent study, variables for study, research tools, research methods and statistic analysis.