國中校長課程領導指標建構與實證之研究

博士 === 高雄師範大學 === 教育學系 === 100 === The aim of this study was to construct curriculum leadership of the indicators for the principals of junior high schools and then to test the validity and reliability of the indicators with a questionnaire. The indicators were used to investigate the principals’ c...

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Main Author: 黃怡雯
Other Authors: 鄭彩鳳
Format: Others
Language:zh-TW
Published: 2012
Online Access:http://ndltd.ncl.edu.tw/handle/52649227547580777441
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spelling ndltd-TW-100NKNU53320042015-10-13T20:52:03Z http://ndltd.ncl.edu.tw/handle/52649227547580777441 國中校長課程領導指標建構與實證之研究 黃怡雯 博士 高雄師範大學 教育學系 100 The aim of this study was to construct curriculum leadership of the indicators for the principals of junior high schools and then to test the validity and reliability of the indicators with a questionnaire. The indicators were used to investigate the principals’ current curriculum leadership performance and differences in Taiwan. According to the aim and purposes, this study comprised three stages. The first was to review a wide range of literature related to curriculum leadership to compile 5 patterns associated with the curriculum leadership of principals. Second, 10 experts were assembled for a focus group to review the indicators and created 76 items of indicator. Third, 9 experts were invited to evaluate the questionnaire for content validity prior to drafting a 71 indicators’ preliminary version of the questionnaire. Finally, the revised version was trial-tested, and revised as a final version to test the indicators. The results of the questionnaire tool on Indicators of Principals’ Professional Development through EFA and two-order CFA are proven fine and effective in quality. In terms of empirical analysis, 1399 formal questionnaires were sent out, and 1142 effective questionnaires were retrieved. This was an availability of 81.63%. Describing statistics, one-way ANOVA, paired-samples t test, and cluster analysis were also adopted in this study. The results and conclusions drawn in this study are as follows. 1.According to results of the indicators’ structuring system, it can be summarized into 4 areas as well as appraisal of curriculum leadership results, which can be further divided into 11 aspects and 52 indicators. 2. This Questionnaire was proven fine in reliability and validity. 3.Principals’ Curriculum Leadership Indicators show that the consciousness of “Professional Enhancement” is the highest, but the consciousness in “Currculum Development” area is the lowest. 4. In terms of the staff of the school, Principals’ Curriculum Leadership Indicators on “Professional Enhancement” area also showed the best performance, but on “Currculum Development” area the worst performance. The whole area has a common performance. 5.Principals’ Currculum Leadership Indicators on “Curriculum Vision”, and “Curriculum Development” areas and in school educators aspects indicated worse performance. 6.There are differences between school educators’ aspect of Principals’ Curriculum Leadership and present situation, especially in “Management” area. 7. Those in position of principals or directors of school in which there are more than 49 classes in northern Taiwan have higher important consciousness in Curriculum Leadership Indicators. 8. Male school educators, principals and directors, those with a master’s or PhD degree, and those have completed 40 courses in big cities or northern Taiwan have the best performance regarding Curriculum Leadership Indicators The proposed questionnaire was found reliable and valid and led to a number of practical recommendations for educational administrators and principals of junior high schools. 鄭彩鳳 2012 學位論文 ; thesis 341 zh-TW
collection NDLTD
language zh-TW
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description 博士 === 高雄師範大學 === 教育學系 === 100 === The aim of this study was to construct curriculum leadership of the indicators for the principals of junior high schools and then to test the validity and reliability of the indicators with a questionnaire. The indicators were used to investigate the principals’ current curriculum leadership performance and differences in Taiwan. According to the aim and purposes, this study comprised three stages. The first was to review a wide range of literature related to curriculum leadership to compile 5 patterns associated with the curriculum leadership of principals. Second, 10 experts were assembled for a focus group to review the indicators and created 76 items of indicator. Third, 9 experts were invited to evaluate the questionnaire for content validity prior to drafting a 71 indicators’ preliminary version of the questionnaire. Finally, the revised version was trial-tested, and revised as a final version to test the indicators. The results of the questionnaire tool on Indicators of Principals’ Professional Development through EFA and two-order CFA are proven fine and effective in quality. In terms of empirical analysis, 1399 formal questionnaires were sent out, and 1142 effective questionnaires were retrieved. This was an availability of 81.63%. Describing statistics, one-way ANOVA, paired-samples t test, and cluster analysis were also adopted in this study. The results and conclusions drawn in this study are as follows. 1.According to results of the indicators’ structuring system, it can be summarized into 4 areas as well as appraisal of curriculum leadership results, which can be further divided into 11 aspects and 52 indicators. 2. This Questionnaire was proven fine in reliability and validity. 3.Principals’ Curriculum Leadership Indicators show that the consciousness of “Professional Enhancement” is the highest, but the consciousness in “Currculum Development” area is the lowest. 4. In terms of the staff of the school, Principals’ Curriculum Leadership Indicators on “Professional Enhancement” area also showed the best performance, but on “Currculum Development” area the worst performance. The whole area has a common performance. 5.Principals’ Currculum Leadership Indicators on “Curriculum Vision”, and “Curriculum Development” areas and in school educators aspects indicated worse performance. 6.There are differences between school educators’ aspect of Principals’ Curriculum Leadership and present situation, especially in “Management” area. 7. Those in position of principals or directors of school in which there are more than 49 classes in northern Taiwan have higher important consciousness in Curriculum Leadership Indicators. 8. Male school educators, principals and directors, those with a master’s or PhD degree, and those have completed 40 courses in big cities or northern Taiwan have the best performance regarding Curriculum Leadership Indicators The proposed questionnaire was found reliable and valid and led to a number of practical recommendations for educational administrators and principals of junior high schools.
author2 鄭彩鳳
author_facet 鄭彩鳳
黃怡雯
author 黃怡雯
spellingShingle 黃怡雯
國中校長課程領導指標建構與實證之研究
author_sort 黃怡雯
title 國中校長課程領導指標建構與實證之研究
title_short 國中校長課程領導指標建構與實證之研究
title_full 國中校長課程領導指標建構與實證之研究
title_fullStr 國中校長課程領導指標建構與實證之研究
title_full_unstemmed 國中校長課程領導指標建構與實證之研究
title_sort 國中校長課程領導指標建構與實證之研究
publishDate 2012
url http://ndltd.ncl.edu.tw/handle/52649227547580777441
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