A Study of the Relationship between Principals’ Transformative Curriculum Leadership and Teachers’ Professional Growth ：An Example of Four Counties in Northern Taiwan

• Main Authors: Mei-Ju Yen, 顏美如
• Other Authors: Ai-Chun Fan
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/46254977782020960032

碩士 === 中原大學 === 教育研究所 === 97 === The purpose of this study is to explore the relationship between elementary school principals’ transformative curriculum leadership and teachers’ professional growth. First, we acknowledge the present condition of the teachers’ perception of elementary school principals’ transformative curriculum leadership & teachers’ professional growth. Second, we study the differences existing in the teachers with different background variables about elementary school principals’ transformative curriculum leadership and teachers’ professional growth. Third, we analyze the relationship between elementary school principals’ transformative curriculum leadership and teachers’ professional growth and study the prediction ability of elementary school principals’ transformative curriculum leadership influencing teachers’ professional growth. The research is executed by a questionnaire survey. “The Elementary School Principals’ Transformative Curriculum Leadership & Teachers’ Professional Growth Questionnaire” is designed to collect data. The school teachers of Four Counties in Northern Taiwan are the objects of this study. There are total 826 teachers from 96 public elementary schools which are taken as samples of this study and 679 teachers ie 82% of the sampling are considered valid. With the application of software of SPSS12.0 for Windows, the sampling is analyzed with average, standard deviation, t-test, One-way ANOVA, Pearson correlation analysis and Multiple stepwise regression. The research draws the following conclusions: 1. The elementary school teachers scored above average in principals’ transformative curriculum leadership. 2. The elementary school teachers scored above average in teachers’ professional growth. 3. The elementary school teachers with different background variables of ”Gender”, ”Years of Service”, ”Position” and ”School Size” significantly differ in principals’ transformative curriculum leadership. 4. The elementary school teachers with different background variables of ”Years of Service”, ”Position” and ”Teachers of Different Counties” are significantly differ in teachers’ professional growth. 5. There is a significant positive correlation between principals’ transformative curriculum leadership and teachers’ professional growth. 6. Among those servant leadership factors, the factor ”implementation of reforming teaching” is the most predictable to teachers’ professional growth . Finally, based on the conclusions above the suggestions proposed by the author can be used for future reference for educational administration institutes, schools and researchers.