Construction and Empirical Evidence of Training Effectiveness Appraisal Indexes of Elementary School Principals

• Main Authors: Shu-hsien Tsai, 蔡書憲
• Other Authors: Tzung-Hsien Huang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/23387598467615532248

博士 === 國立臺南大學 === 教育經營與管理研究所博士班 === 97 === The study aims to construct training effectiveness appraisal indexes of elementary school principals and makes an empirical investigation of the current elementary school principals with service seniority for no more than three years to understand importance cognition of the index items constructed by the study and the viewpoints of real effectiveness of training participation to provide reference to our national elementary school principal training institution. In order to achieve the research purpose, the study constructs the indexes by literature analysis, interview with experts, and Fuzzy Delphi Method (FDM) and further examines reliability and validity after completion. In empirical investigation, the researcher sends out 449 questionnaires by general survey of the current elementary school principal with service seniority for no more than three years and recovers 414 valid questionnaires. The investigation results handle data by descriptive statistics analysis, t test for independent samples, and one-way ANOVA analysis etc. statistic methods. The acquired important conclusions and concrete suggestions are as follows: 1.Important Conclusions （1）The training effectiveness appraisal index system of the elementary school principals constructed by the study includes three main aspects and twelve dimensions, altogether sixty seven index items. The three main aspects are training mechanism, professional accomplishment, and behavior performance. The twelve dimensions are reserved teacher consultation, curriculum content, administration measures, professional attitude, professional knowledge, professional ability, organizational operation, curriculum teaching, student learning, interpersonal communication, professional development, and self-management. （2）Importance cognition of the training effectiveness appraisal index of the current elementary school principals with service seniority for no more than three years constructed by the study achieves the “important” level or even higher, which shows the index system of the study with very high reference value. （3）The viewpoints on three dimensions of administration measures, organizational operation, and curriculum teaching and twenty index implication of real effectiveness of participating in principal training of the current elementary school principal with service seniority for no more than three years don’t achieve the “match” level, which shows improving and enhancing necessity of our national elementary school principal training. （4）The elementary school principals with different backgrounds have somewhat different viewpoints on importance cognition of the index system constructed by the study and real effectiveness of training participation, which shows that the educational administration and the principal training institution should consider relative measures again to make our national principal cultivation system sound. 2.Concrete suggestions （1）The education administration and training institution of elementary school principals can apply the training effectiveness appraisal index system of elementary school principals constructed by the study relying on the appraisal intention. （2）The training institution of elementary school principals should cautiously plan the training work of elementary school principals to make professional equipment of elementary school principals fine. （3）Establish the professional qualification certificate of elementary school principals to examine their own job and equipment quality of elementary school principals. （4）Establish the master directing system to link effectively the professional development gap of the elementary school principals after training. （5）Enhance self-course and teaching leadership ability of elementary school principals to become an important teaching resource member of the school. （6）The training course planning should intensify the practice course with consideration to learning demand of the trainees. （7）The schools which select elementary school principals of initial inauguration had better be small so as to reduce impact on the job. （8）Form a peer community network by a study group. Understand self-work conditions by every kind of speech and activity exchange, and learn with each other to grow. （9）Establish the excellent social support system with consideration to both the family and career. （10）Suggestions on future research a. Regarding research objects: Make longitudinal front, middle, and back tests by aiming at the trainees in training and after training, and even compare and analyze learning difference of the trainees at every stage. b. Regarding research methodology: Further compute the “non-fuzzy” weight value of every dimension and index item, and construct the weighting system of the whole hierarchy structure. c. Regarding research content: Establish the localized appraisal model, incorporate literature review of the inaugural condition of elementary school principal, and explore the psychology and environment etc. elements with impact on training effectiveness.