A Study on Relationships among Principals'' Knowledge Leadership, Teachers'' Learning Culture, and Teachers'' Professional Development

• Main Authors: Pei-Fang Shih, 施佩芳
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/37798508359317680515

博士 === 國立中正大學 === 教育學研究所 === 98 === The main purposes of this research were to understand the current situations of principals'' knowledge leadership, teachers'' learning culture, and teachers'' professional development in elementary schools, and to analyze the differences among principals'' knowledge leadership, teachers'' learning culture, and teachers'' professional development in teachers'' personal variables in elementary schools. Furthermore, it explored the relationships among principals'' knowledge leadership, teachers'' learning culture, and teachers'' professional development in elementary schools. Finally, it explored the prediction that both principals'' knowledge leadership and teachers'' learning culture could predict teachers'' professional development. To achieve the purposes, this research adopted a questionnaire survey. “The investigative questionnaire of relationships among principals'' knowledge leadership, teachers'' learning culture, and teachers'' professional development in elementary schools”, was the main tool in use. The samples were 1,065 teachers selected from 100 elementary schools in Taiwan, and 817 of the distributed copies were returned as valid. The return rate was 76.71%. The researcher took school as analysis unit and uses mean, standard deviation, one way analysis of variance, Pearson product -moment correlation, and multiple stepwise regression to process statistical data. The conclusions of this researchare as followed: 1. Current Situations of principals'' knowledge leadership that teachers experienced were excellent, especially in dimensions of " promote to share organizational knowledge ", and " encourage the ability of innovational development ". 2. Current Situations of teachers'' learning culture that teachers experienced were excellent, especially in dimensions of "school environment conducive to learning " , and " pursue lifelong learning ". 3. Current Situations of teachers'' professional development that teachers experienced were excellent, especially in dimension of "school-based teachers'' development ". 4. There were no significant differences in the general performance of teachers'' learning culture and teachers'' professional development in terms of teachers'' gender, academic degrees, positions, and school location. 5. Senior teachers experienced principals'' knowledge leadership, teachers'' learning culture, and teachers'' professional development significant higher than the junior teachers. 6. Teachers in charge of administrative work experienced principals'' knowledge leadership more than homeroom teachers and subject teachers. 7. Teachers working in the schools of the north, central and south part of Taiwan experienced principals'' knowledge leadership more than ones, of the east part. 8. The better the operation of principals'' knowledge leadership could make, the better the teachers'' professional development would be. 9. The better teachers'' learning culture would be, the better the teachers'' professional development would be. 10. The better the operation of principals'' knowledge leadership could make, the better the teachers'' learning culture would be. 11. Both principal’s knowledge leadership and teachers'' learning culture could significantly predict teachers'' professional development, especially in dimension of " pursue lifelong learning ". Based on the above conclusions, some suggestions were proposed for educational administrated institutions, elementary school and future research.