| Summary: | 碩士 === 輔仁大學 === 教育領導與發展研究所 === 101 === The purpose of this study is to understand the status quo of elementary school teachers’ leadership and the development of professional learning community in New Taipei City. And intend to explore the differences between teachers’ leadership and the development of professional learning community. Afterwards, explore the predictive power of the teachers’ leadership and the development of professional learning community.
The research adopted the method of a questionnaire survey. The subjects of the study were qualified teachers of the elementary school in New Taipei City. Based on the stratified random sampling method, the subjects including 430 teachers in New Taipei City. There was a total of 414 reposes with the valid return rate of 96.28%. The data was analyzed by descriptive statistics, independent sample t test, one-way ANOVA, Pearson correlation, multiple stepwise regression analysis, and other statistical methods involving questionnaire data. The summary of the research include the following:
1.The degree of teachers' leadership at elementary school in New Taipei City is moderate to strong, in which the professional development is the highest and initiative participation is the lowest.
2.Teachers' professional development at elementary school in New Taipei City is at intermediate level, in which collaborative learning is the highest and support condition is the lowest.
3.Some of the enquired background variables did impose significant difference upon teacher’s leadership at elementary schools in New Taipei City.
4.Some of the enquired background variables did impose significant difference upon teachers' professional development at elementary schools in New Taipei City.
5.There is a high degree of positive correlation between the teacher leadership and teacher professional learning communities at elementary schools in New Taipei City.
6.Teachers’ leadership is directly proportional to development for teachers' professional learning communities, especially to professional development, initiative participation, and communication and coordination.
Based on the research results, some recommendations are proposed for the reference of government education agencies, school administration staffs, school teachers and future researchers.
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