| Summary: | 碩士 === 國立中興大學 === 教師專業發展研究所 === 99 === The purpose of this study is to integrate the effect size of instructional leadership and teachers’ teaching effectiveness, and moderator the two variables as the relationship between study characteristics are. In research methods, meta-analysis technique and Comprehensive Meta-analysis 2.0 was used to synthesize. After sifting out the related researches that had no sample size and correlation coefficient, it is total of 18 independent studies. Besides, this study invests the research character about sex ratio, education ratio, years of service ratio, administrative duties ratio and the research area. According to Cohen’s standard, whole principals instructional leadership and teachers’ teaching effectiveness effect size is a large effect size; the effect size between whole principals' instructional leadership and teachers’ teaching effectiveness is a moderate effect size; the effect size between whole teachers’ teaching effectiveness and principals' instructional leadership is a large effect size.
The major findings are as following: 1. There is a positive and high correlation between whole instructional leadership and whole teachers’ teaching effectiveness. 2. There is a positive and moderate correlation between whole instructional leadership and teachers’ teaching effectiveness. 3. There is a positive correlation between whole teachers’ teaching effectiveness and instructional leadership. 4. Principals' instructional leadership had the positive relationships with teachers’ teaching effectiveness while the sex ratio, education ratio, administrative duties ratio and the research area were found as the significant moderators. Based on the above findings, the research suggests some implications of leadership, education practices and further studies as well.
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