| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 97 === A study of the Relationships between Peer Teacher Curriculum Leadership and Professional development of Elementary School Teachers in Taipei County
Abstract
The purposes of the study were to investigate the relationships between peer teacher curriculum leadership and professional development of elementary school teachers. Firstly, we analyzed the current situations of the performance of peer teacher curriculum leadership and professional development of elementary school teachers; then, we discussed the differences between the performance of peer teacher curriculum leadership and professional development of elementary school teachers under different background variables; finally, we explored the relationships between the performance of peer teacher curriculum leadership and professional development of elementary school teachers.
The research method of this study was to use self-developed questionnaire survey. The samples consisted of 615 teachers from 41 public elementary schools in Taipei County selected by proportional stratified sampling method. 615 questionnaires were delivered and 569 questionnaires were effective. Data were analyzed by using descriptive statistic, t-test, one-way ANOVA, Pearson correlation and multiple regression analysis. The major findings were presented in the following:
1. The performance of peer teacher curriculum leadership among elementary school teachers in Taipei County was above medium level; the highest was “Producing teamwork and inspiring team morale ”while the lowest was “Building the shared vision and monitoring the direction”.
2. The differences of the performance of peer teacher curriculum leadership of elementary school teachers in Taipei County were significant among personal background variables such as gender, age, year of service, and job position.
3. There were no significant differences in the performance of peer teacher curriculum leadership of elementary school teachers in Taipei County among school background variables.
4. The performance of professional development of elementary school teachers in Taipei County was above medium level; the highest is “Professional attitude” while the lowest is “Curriculum and instruction competence”.
5. There were significant differences in the performance of professional development of elementary school teachers in Taipei County among personal background variables such as gender, age and year of service.
6. There were no significant differences in the performance of professional development of elementary school teachers in Taipei County among school background variables.
7. There were positive correlation at medium level existed between the performance of teacher peer curriculum leadership and professional development of elementary school teachers in Taipei County in the overall and each dimension.
8. Considering various dimensions of the performance of teacher peer curriculum leadership into multiple stepwise regression analysis to predict the teacher’s professional development, results showed that the dimension “Cooperation and Review to elaborate teaching” was the most powerful predictive variable in overall and each dimension of teacher’s professional development, the dimension “Producing teamwork and inspiring team morale “was the most powerful predictive variable to predict the dimension “general knowledge and competence” of teacher’s professional development, the dimension “Building community and configurate culture” ”was the most powerful predictive variable to predict the dimension “research and education” of teacher’s professional development.
Finally, practical suggestions to educational administrative organization, school organization, teachers, and future research were offered based on research outcomes.
|
|---|
