A Study on Taoyuan County’s Elementary School Directors’ Leading Role Perceptions and Professional Development Needs

• Main Authors: LEE FENG-JUNG, 李鳳容
• Other Authors: 鄭崇趁
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/85679514619650972706

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 96 === The research instrument is a self-designed questionnaire—questionnaire on elementary school directors’ leading role perceptions and professional development needs. The design of the questionnaire is based on the literature review of directors’ leading roles and professional development, and the current educational environment in Taiwan. The questionnaire includes a director’s five leading roles—administration, teaching, project implementing, communication, educational profession and five professional development needs—administrative leading ability, teaching leading ability, project implementing ability, communication ability and educational profession ability. The subjects in this study are 660 in-service elementary school teachers in Taoyuan County . SPSS 12.0 is used to analyze the collected data, including number counts, percentage, descriptive statistical analysis, reliability analysis, the independent sample t examination , and Pearson´s Product-Moment Correlation . The results are as follows: a. Directors’ leading role perceptions and professional development needs in elementary school in Taoyuan County are satisfactory. b. Elementary school teachers perceive that directors have obvious and active leading role perceptions. c. Elementary school teachers perceive that the leading role of directors in administration is the most apparent, in teaching is the least . d. Elementary school teachers perceive that directors have great needs of professional development. e. Elementary school teachers perceive that the professional development needs of directors in communication ability is the most apparent, in teaching ability is the least apparent. f. Elementary school teachers’ perceptions on directors’ leading role don’t differ because of gender, the service years and the highest educational background ,but the current positions and the directors’ service years would cause obvious different perceptions of the directors’ leading role. g. Elementary school teachers’ perceptions of directors’ leading role differ because of the current positions. Directors’ leading role perceptions are much higher than leaders, homeroom teachers and subject teachers. h. Elementary school teachers’ perceptions of directors’ leading role are differ because of the directors’ service years. Senior directors’ professional development needs are much higher than junior directors. i. Elementary school teachers’ perceptions of directors’ leading role don’t differ because of school size and school location. j. Elementary school teachers’ perceptions on directors’ professional development needs don’t differ because of gender, highest educational background, service years, current positions and the directors’ service years. k. Elementary school teachers’ perceptions on directors’ professional development needs don’t differ because of school size and school location. 1. The correlation between directors’ leading role perceptions and professional development needs is positive.