The study of the relationship among knowledge leadership of principals, professional development of teachers, and intellectual capital of schools in elementary schools

• Main Authors: Yang, Yong Siang, 楊詠翔
• Other Authors: Chin, Joseph Meng Chun
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/03368280567918192761

碩士 === 國立政治大學 === 教育行政與政策研究所 === 101 === The purposes of this study are to understand the current situation of knowledge leadership of principals, professional development of teachers, and intellectual capital of schools in elementary schools; to analyze the diversity of different background variables in knowledge leadership of principals, professional development of teachers, and intellectual capital of schools in elementary schools; to explore the linear structural relationship of knowledge leadership of principals, professional development of teachers, and intellectual capital of schools in elementary schools. Literature analysis and questionnaire survey were both utilised in this study, and 452 teachers in 48 public elementary schools in Taipei City, New Taipei City and Keelung City were random chosen as the research subjects. The data were analyzed by descriptive statistics, t-test, one-way ANOVA and Scheffé method, as well as structural equation modeling (SEM). The results of this study as below: 1.The current situation of knowledge leadership of principals is positive. Furthermore, building professional expertise is the best; motivating members to learn is worst. 2.The current situation of professional development of teachers is positive. Furthermore, educational professionalism is the best; educational expertise is worst. 3.The current situation of intellectual capital of schools is positive. Furthermore, structural capital of schools is the best; human capital of schools is worst. 4.The perception from male teachers in elementary schools about intellectual capital of schools is better; but the perception from teachers with different genders in elementary schools about knowledge leadership of principals and professional development of teachers is no significantly different. 5.The perception from teachers who are over 41 years old in elementary schools about professional development of teachers and intellectual capital of schools is better; but the perception from teachers with different ages in elementary schools about knowledge leadership of principals is no significantly different. 6.The perception from teachers with doctoral degree or master degree in elementary schools about intellectual capital of schools is better; but the perception from teachers with different educational backgrounds in elementary schools about knowledge leadership of principals and professional development of teachers is no significantly different. 7.The perception from teachers who work as directors or section chiefs in elementary schools about knowledge leadership of principals, professional development of teachers and intellectual capital of schools is better. 8.The perception from teachers whose years of service are over 21 years in elementary schools about knowledge leadership of principals, professional development of teachers and intellectual capital of schools is better. 9.The perception from teachers in elementary schools in Taipei City and New Taipei City about knowledge leadership of principals, professional development of teachers and intellectual capital of schools is better. 10.The perception from teachers who work in large size elementary schools about knowledge leadership of principals and intellectual capital of schools is better; but the perception from teachers who work in different sizes elementary schools about professional development of teachers is no significantly different. 11.The perception from teachers who work in elementary schools with different history about knowledge leadership of principals, professional development of teachers and intellectual capital of schools is no significantly different. 12.Knowledge leadership of principals has direct effect on professional development of teachers in elementary schools. 13.Professional development of teachers has direct effect on intellectual capital of schools in elementary schools. 14.Knowledge leadership of principals has direct effect on intellectual capital of schools, and knowledge leadership of principals also has indirect effect on intellectual capital of schools through professional development of teachers in elementary schools. According to the result, here are some recommendations as below: 1.For elementary school principals (1)Applying the professional expertise to motivate members to learn. (2)Initiating knowledge leadership of principals to create the advantage of small size schools. (3)Implementing knowledge leadership of principals to promote professional development of teachers. 2.For elementary school teachers (1)Building educational professionalism and educational expertise continuously. (2)Rewarding junior teachers to involve professional development of teachers. (3)Engaging in professional development of teachers to increase intellectual capital of schools. 3.For elementary schools (1)Taking human capital of schools as important as structural capital of schools. (2)Encouraging teachers to be administrators to raise intellectual capital of schools. (3)Integrating knowledge leadership of principals with professional development of teachers to accumulate intellectual capital of schools. 4.For following research in the future (1)Enlarging the research subjects. (2)Enriching the research content. (3)Mixing quantitative with qualitative methodology. (4)Creating research instruments.