| Summary: | 碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 99 === The purpose of this study is to investigate the relationship about elementary school teachers’ perceptions between excellent principals’ leadership styles and school effectiveness.This study was conducted using survey questionnaires. The targets of the survey are teachers of public elementary schools whose current principals have been awarded for excellent school leadership by the Ministry of Education between 2006 and 2009. A total of 600 school teachers received the questionnaires, and 515 of them returned the questionnaires (85.83%) and all of their returned questionnaires were valid (515 copies, 100%). Two types of questionnaires were prepared by the authors and used in this study. One is the “Questionnaire on elementary school teachers’ perception on their award-winning school principals’ leadership style” and the other is the “Questionnaire on the school effectiveness of elementary schools.” The collected data were analyzed by descriptive statistics, independent t-test, one-way ANOVA, and Pearson product-moment correlation. The study results are summarized below:
1. Public elementary school principals who have been awarded for excellent performance demonstrate a positive leadership style.
2. Teachers of public elementary schools whose current principals have won the excellent performance award have high teaching effectiveness.
3. Teachers between 41-50 years old have higher perception of the leadership style of their award-winning principals.
4. Teachers with between 11 and 20 years or more than 21 years of teaching experience have higher perception of the leadership style of their award-winning principals.
5. Teachers holding a part-time administrative position have higher perception of the leadership style of their award-winning principals.
6. Teachers with higher education background have higher perception of the leadership style of their award-winning principals.
7. Teachers at large-scale schools have higher perception of the leadership style of their award-winning principals.
8. Teachers who are more senior have higher perception of school effectiveness.
9. Teachers holding a part-time administrative position have higher perception of school effectiveness.
10. Teachers with higher education background have higher perception of school effectiveness.
11. Teachers at medium-scale schools have higher perception of school effectiveness.
12. There is a close association between public elementary school teachers’ perception on their award-winning school principals’ leadership style and school effectiveness.
Last, the authors offer the following suggestions according to study results:
I.For education administrative agencies:
1. Design leadership perception courses for the preparatory training and on-the-job training for school principals.
2. Offer opportunities for the award-winning principals to share their managerial experiences with others.
II.For school principals
1. A positive leadership style improves school effectiveness and effectiveness.
2. Adequate decentralization promotes administration communication and leadership effectiveness.
3. Reward experienced and excellent teachers and value suggestions from energetic and autonomous young teachers.
III.For teachers
1. Get involved in school affairs proactively and enhance identification with the school.
2. Help students enhance their learning effectiveness through boosting their learning motivation.
3. Take on-the-job training for boosting professional capacity and teaching effectiveness.
IV.For future research
1. The current study employed survey questionnaires for collecting quantitative data. To acquire more reasonable inference and conclusion, a qualitative approach or action study should be included as well.
2. More investigation is required on the various background variables affecting school principals' leadership style and school effectiveness.
3. The finding that prime-age, senior, holding part-time administrative position, having higher education background and serving at large-scale school teachers demonstrate higher perception on their award-winning principals’ leadership style requires further verification and investigation.
4. The finding that senior, holding part-time administrative position, having higher education background and serving at medium-scale school teachers demonstrate higher perception on school effectiveness requires further verification and investigation.
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