A Study of Professional Competence And Training Curriculum for Junior High School and Elementary School Principals in Taipei City

• Main Authors: Liou Yi-ling, 劉怡伶
• Other Authors: 林騰蛟
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/60521861715239389266

碩士 === 臺北市立教育大學 === 教育行政與評鑑研究所教育行政碩士學位在職進修專班 === 101 === The purpose of this study is to research the improvement of the professional competence and training curriculum for pre-service junior high school and elementary school principals in Taipei city. This is a qualitative research based on semi-structured interviews of 13 principals who joined in training curriculum in 2011 are currently on the post. The main conclusions of the study are as follows: 1. The amount of training hours is sufficient; however, more clear definition of the curriculum is needed to avoid overlapping of routine training and training for school directors. Some of the courses can be arranged as pre-training courses for pre-service school principals. 2. It is advised to invite practitioners as instructors to better suit the needs of currently on job principals. As to the teaching method employed in the training course, it is suggested to adopt more case study rather than traditional lecturing. 3. The courses under the category of “educational leadership” and “curriculum development” should focus on elevate the directors’ horizon to be principals and to equipped them with professional knowledge and skills needed in terms of teaching and curriculum leadership as principals. 4. The block courses on “School Development” and “Monographic Study” advance the participating principals’ professional knowledge and skills effectively. The participating principals are widely affirmative of the apprenticeship strategy employed in the training course. 5. There’s mixed result on internship practice due to the variable of various intern settings. The planning and arrangement of intern practice need to be further discussed. It is suggested to establish mentor principal resource bank and a more comprehensive intern system to assure positive result of intern practice. 6. Apparently, the unison one-for-all training curriculum can’t suit the needs of different individuals. More flexibility of the training course is suggested to better suit participating principals’ needs and to strengthen their professional knowledge and skills. 7. The training curriculum assists effectively elevate participating principals’ professional knowledge and skills on the courses of “administration management and leadership”, “curriculum and instructional leadership”, “school development and evaluation”, “communication skills and public relations”, and “professional responsibility and development”. 8. The training curriculum is most effective on the courses of “administration management and leadership” and “professional development and responsibility” and on the course of “communication skills and public relations” need to be further strengthened. 9. It is advised to develop professional indicators for principals. The indicators will be a base for planning future training courses for principals and also a reference for evaluation on the effectiveness of the training courses.