A Study on Strategies of Professional Development for Quality Schools in Taipei City

• Main Authors: Chia-Wen Chen, 陳佳雯
• Other Authors: Ming-Ching Wu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/26829674013060357242

碩士 === 淡江大學 === 教育政策與領導研究所碩士班 === 99 === This cross-case study aims at analyzing strategies of professional development for Quality Schools in Taipei City. There are three dimensions of the professional development for schools explored, including strategies of professional development , its effectiveness, and difficulties and their solutions. Data of four schools, including a public high school, a private high school, and two public elementary schools , are collected by in-depth interview and document analysis. Based on results and findings of the study, conclusions are summarized as follows： 1. Schools need a keen vision and clear missions that bring an endless supply of motive force for professional development. 2. Professional development strategies for schools are based on group consensus and systematic planning. 3. Professional development should be prioritized leading to a sufficient capacity for implementation. 4. Teachers’ motivation for professional development ought to be inspired by team learning and its support. 5. Leadership of school administrators should be made the best use of in order to integrate resources to cope with the difficulties of professional development. 6. The existing incentive and rewarding mechanism for school professional development have limited effects. 7. The implementation of professional development for schools is inadequately funded. 8. Strategies for schools to promote professional development have a little bit of difference among schools in this case study. According to conclusions mentioned above, this study proposes several specific suggestions for educational administrative authorities, schools, teachers and further researchers.