A Case Study on 12-year Compulsory Education of Teacher Leadership and Students’ Well-being

• Main Authors: Tseng Chen, 曾珍
• Other Authors: Lien Chung Chang
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/55981501912668993480

碩士 === 康寧大學 === 企業管理研究所 === 103 === Research on teacher leadership is not a few, but there is lack of 12-year compulsory education of teacher leadership and students’ well-being. Therefore, this study will focus on this aspect of an elementary school. The research will discuss between teacher’s awareness of leadership, practical situation, students’ reflections, plight, influences with students well-being results. It aims to analyze this case and then provides advice for teachers. How to enhance students’ well-being is the purpose. To achieve the purpose, this study uses qualitative research. The main participants are principal, directors, with their supervisors. The main numbers of survey’s people are six persons. The research adopts In-Depth Interview Methods to collect the data. According to the analysis, this study had the following conclusions. First, positive teacher leadership can promote teacher’s specialty and the efficacy of school. Second, the organization needs to have the authority to support teacher leadership system. Third, the organization should sustain the needs of the teacher leaders. Fourth, teachers can promote students’ well-being from the aspects of reality and psychology. Fifth, teacher leadership affects students’ well-being. Sixth,12-year compulsory education has little effect on teachers’ leadership. However, it affects the students’ choices of cram school and their well-being. Finally, this study makes concrete recommendations for educational authorities, case school, teachers and future research.