A study of the relationships among principal instructional leadership, teacher community interaction, school innovative climate, and school effectiveness in public high school context

• Main Authors: Shiou-Shia Huang, 黃秀霞
• Other Authors: Pei-Tsun Tsai
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/01494532568727520498

博士 === 國立高雄師範大學 === 教育學系 === 101 === This study aimed to examine and discuss the relationships among principal instructional leadership, teacher community interaction, school innovative climate, and school effectiveness in public high school context. The following were the five research objects. 1. To understand the current situations of the following four aspects and analyze their Pearson's product-moment correlation coefficient, Canonical Correlation, and proposed structural model; the four aspects including principal instructional leadership, teacher community interaction, school innovative climate, and school effectiveness in public high school context 2. To discuss while the change of variables occurred, how the situations of the above four aspects differentiate 3. To verify the findings of the proposed structural model of the above four aspects In order to achieve the research aim and answer the above research questions, this thesis applied many research methods, such as literature collection and analyzation and conducting an empirical study. The participants of the research were educators from public high schools, including principals, directors, chiefs, and teachers, and the research instrument was a questionnaire composed by the researcher herself. The samples were collected by purposive sampling; in total of 1180 distributions, 1025 respondents returned the questionnaire, and 985 of them were valid. The response rate was 86.86%; the valid response rate was 84.47%. This research analyzed the data by descriptive statistics, One Way ANOVA, Pearson's product-moment correlation coefficient, Canonical correlation, and AMOS. 10 findings were drawn to conclusions as follows. 1. Principal instructional leadership was positively recognized, and "creating supportive environment" was mostly emphasized among the main focuses. 2. The situation of the high school teacher community showed good interaction, especially "friendship building". 3. "Independent innovation" gained the highest score in the evaluation of questionnaire items of school innovative climate. 4. School effectiveness was recognized by public high school teachers, and they marked "the recognition from parents and communities" as the most important point in school effectiveness. 5. While the change of variables occurred, the situations of principal instructional leadership, teacher community interaction, school innovative climate, and school effectiveness in public high school context differentiated. (a) Male teachers, experienced teachers, principals, and those who were both administrators and teachers approved principal instructional leadership more. (b) Less experienced teachers had more sense of participation and recognition in the community. (c) 5-to-21-year experienced teachers, principals, administrators who were also teachers, and class teachers displayed more innovative behaviors. (d) Male teachers, 5-to-21-year experienced teachers, principals, administrators who were also teachers, schools with long histories, huge schools, and public schools paid more attention to the overall school effectiveness. 6. There were high correlations between principal instructional leadership and the following three aspects respectively: teacher community interaction, school innovative climate, and school effectiveness. Moreover, when high school principals had better leadership ability, the teachers would have more interaction, and the schools would have better innovative climate. Under the circumstances, their school effectiveness would also rise. 7. There were high correlations between teacher community interaction and the following two aspects respectively: school innovative climate and school effectiveness. Furthermore, when teachers had more interaction, the schools would have better innovative climate. In this situation, their school effectiveness would also rise. 8. School innovative climate and school effectiveness were highly correlated. Meanwhile, when the school had better innovative climate, their school effectiveness would also rise. 9. Teacher community interaction and school innovative climate were main mediators which contributed to leading principal instructional leadership to enhance school effectiveness. These four dimensions had close relationships to one another. 10. The proposed structural model of principal instructional leadership, teacher community interaction, school innovative climate, and school effectiveness in public high school context achieved a good fitness. Based on the results, suggestions and implications for public high school principals, organizations of educational administration, and future research are proposed as below.