| Summary: | 博士 === 國立臺北教育大學 === 教育政策與管理研究所 === 98 === The purpose of this study was to understanding the current status of the differences and relationships among principals' Power Use, teacher empowerment and education quality of elementary schools in Taiwan.
This study employed questionnaire survey as a major method and accompanying with semi-interview, a questionnaire named “Principals' Power Use, Teacher Empowerment and Education quality of elementary schools” was designed by the researcher.
The stratified random sampling method is adopted. A total 2,394 of participants included principals, directors, and teachers from the selected 310 elementary schools in the 23 cities and counties in Taiwan. the total valid returned questionnaires included 261 schools and 1,856 educational personnel.
The researcher took school as analysis unit and used SPSS for windows16.0 and LISREL8.71 to process statistical data. Data were analyzed by the method of descriptive and inferential statistics, including mean and standard deviation, t-test, Pearson's product-moment correlation, ANOVA, MANOVA, stepwise multiple regression, and structural equation model.
The results of the data analysis was used as a guide line for further interview, the purposive sampling method is adopted at the interview stage, according to the data analysis results, 10 of the most outstanding school were selected in this stage, the principals of outstanding elementary schools were interviewed to explore related issues of this study.
Based on the data analysis and the semi-interview, the researcher makes conclusions as follows:
1. At current stage , the Power Use strategies that were mostly be used by the elementary school principals are : ingratiation ,followed by demonstration and encouragement , quoted rules and regulations are seldom been used.
2. Elementary school teacher’s empowerment has high performance but still has some difficulties.
3. Elementary school education quality was mostly reaching to the high level, customer-satisfaction has the highest score, and the resources-integration has lowest score.
4. At current stage , no matter what the back ground condition of the principal himself/herself nor the conditions of the School, highly utilization of Power Use strategy is a “must”.
5. The decision-making based on teacher empowerment is affected by the size of the school.
6. The education quality is affected by the size, location and history of the school.
7. There are moderate to high-positive correlations between two of each other of the principals' Power Use, teacher empowerment and school education quality.
8. The interaction between elementary school principals' power use and teacher empowerment has a significant effect on the whole school education quality, and resources-integration quality.
9. The elementary school principals' power use and teacher empowerment have moderate to high prediction to the whole education quality.
10. The assessment of proper fit is supported in Structural Equation Modeling among elementary school principals' power use, teacher empowerment and school education quality. The effects of principals' power use and teacher empowerment to the school education quality are significant.
11. By strengthening the administration function, leading all committees of the school to full fill their functions and adjusting the attitude of him/herself, the principal can manage his power use well to facing the challenge.
According to the above conclusions,, the researcher had tried to make some suggestions for educational authorities, school principals, school teachers and researchers in the future.
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