A Study of the Relationships between Administrative Support and the Effect of Professional Development in Elementary Schools

• Main Authors: Ting-Ting Shih, 施婷婷
• Other Authors: 張鈿富
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/33325100066016606404

碩士 === 淡江大學 === 教育政策與領導研究所碩士在職專班 === 102 === This research aimed to explore the current status and the relationships between school administrative support and teachers’ professional development of elementary schools in New Taipei City. A self-designed questionnaire was used and distributed to the teachers of elementary schools in New Taipei City. 700 copies of the questionnaire were sent and 628 copies were returned in which 600 were valid at valid response rate of 85.7%. Statistical methods including reliability analysis, descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation analysis, and regression analysis were used to analyze the data. The major findings were as followed: 1. The current status of school administrative support and teachers’ professional development were at high level. 2. There were significant differences of school administrative support based on teacher’s years-of-service, and position. 3. There were significant differences of teachers’ professional development based on teacher’s gender, and years-of-service. 4. School administrative support showed moderate positive correlation with teachers’ professional development. 5. The degree of school administrative support would affect teachers’ professional development. Based on the results, suggestions were made for school educators, teachers and further research as reference.