An Analysis of Self-regulated Learning Strategies: Principals in Southern Taiwan who had won the Excellent Leadership Award taken as Examples

• Main Authors: YU-JU LI, 李尤如
• Other Authors: CHENG-YEN WANG
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/qwpxwp

碩士 === 國立高雄師範大學 === 成人教育研究所 === 97 === The research objectives of this thesis comprise 8 analyses regarding the principals who exhibited ‘Excellent Leadership’, their: 1. concrete strategies to improve learning process, 2. strategies to seek learning materials, 3. strategies to master the learning content, 4. strategies for fostering self-motivation in learning, 5. self-concept, 6. strategies for seeking learning partners, 7. a comparison of their self-regulated learning strategies, and 8. a comparison of the differences between them and other adults in regard to self-regulated learning strategies. This study is conducted mainly through semi-structured interview, along with questionnaires. The research objects are principals in Southern Taiwan who had won the Award of Excellent Leadership from the Ministry of Education. Seven were interviewed and 21 given questionnaires, with 100% return rate. The collected data was analyzed by qualitative research software NVivo 7 and quantitatively analyzed by statistical analyses “frequency distribution” and “t-test.” The results are as follows: 1. Self-evaluation is a preparatory act for goal-setting; the factors in external environment and self-value awareness are the sources for self-evaluation. 2. Learners organize and put what they have learnt into practice. 3. They take life experience and concrete date as the learning materials. 4. They learn from “people” and “incidents”. 5. They learn new things based on old experiences (education background, growing environment, and faith) and accordingly modify their own learning attitude, methods and way of viewing the environment. 6. They always record and organize the learning content and regularly examine and modify the content. 7. They actively transform the inner and outer obstacles by seeking ‘catalysts’ to confirm and strengthen themselves. 8. Self-stimulation and self-concept are two sides of one coin and understanding self-value is the way to find suitable learning methods. 9. Principles are insisted upon healthy personal relationships without hypocritical acts just to seek harmony. 10. Changes of environment and self-role may influence how the learners adjust their learning methods. 11. Although they acquire a high score in regard to seeking learning partners, they do not strongly believe that it is directly related to their own learning.