| Summary: | 碩士 === 國立臺中教育大學 === 教育學系 === 96 === A Study of Contents, Strategies and Difficulties in the School-Based Instructional Supervision practice for Nan-Tou County Elementary School Teachers.
Abstract
The contents, strategies and difficulties of the school-based instructional supervision practice questionnaires for Nan-Tou County elementary school teachers have been carried out in this study. Seven hundred and seventy-four number questionnaires were sent out and the number of collection was six hundred and twenty-four, which was eighty points six two in percentage of total and with five hundred and sixty-four number valid questionnaires.
The conclusions of the study were as follow:
1.The importance on the contents of the instructional supervision was in the degree of “important”, and was in the degree of “upper-medium” on the school condition.
2.The awareness on the importance of the contents of the school-based instructional supervision was higher than that of school condition, there were significant differences in the importance between variety teacher situations.
3.The gender, age, title, seniority and the academic background of the teachers have significant differences in the awareness on between the strategies of the school-based instructional supervision practice and the school condition.
4.The best way to push the work of the school-based instructional supervision forward was to have such team with authority.
5.The priority for the educational executive authority was to offer the necessary funds to push the work of the school-based instructional supervision forward.
6.The best people to take in charge of the school-based instructional supervision affair were the principal and the educational director of the school.
7.The most appropriate measure for the teacher who took in charge of the school-based instructional supervision affair was to reduce the workload beyond teaching.
8.The difficulties for the teacher who took in the job of the school-based instructional supervision practice were the hand-full workload, the lack of supervision knowledge, unsettled procedure and criteria for teachers.
9.The workload for the staff who took in charge of the school-based instructional supervision was too heavy to meet the requirement of the job.
10.The lack of supervision knowledge caused the disfunction of supervision.
11.The unsettled procedure and criteria also caused the disfunction of supervision.
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