A Study on the Indicator Construction and Current Investigation of Principals’Flipping Leadership in Elementary Schools

• Main Authors: Sin-Rong Tsai, 蔡欣蓉
• Other Authors: Chuan-Chung Hsieh
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/58604386944353980068

碩士 === 國立新竹教育大學 === 教育與學習科技學系 === 103 === The purpose of this study is to construct the indicators for flipping leadership of elementary school principal. To accord the purpose, first, discussing the definition of flipping leadership；secondly, developing the concept of elementary school principal’s flipping leadership, and the connotation of flipping leadership. The research methods include literature review, fuzzy Delphi method and survey research. First, designing the fuzzy Delphi questionnaire, “ The Elementary School Principal’s Flipping Leadership ”. The fuzzy Delphi questionnaires were given to 18 experts and scholars from 10 college professors, 3 school principals, 3 school directors and 2 school teachers. Afterwards, the researcher integrated the views of the experts and scholars to construct the indicators and levels for flipping leadership of elementary school principal. After constructing the indicators, designing the questionnaire, “ The Elementary School Principal’s Flipping Leadership ”. The subjects were elementary school educators in Taiwan. The study handed out 1262 questionnaires, among which there were 932 questionnaires valid with the availability rate of 83％. The data were analyzed by factor analysis, reliability analysis, descriptive statistics, independent sample t-test, one-way ANOVA. Based on these data, the results of the research were as follows： 1.Flipping leadership indicators of elementary school principal include 5 levels “creating flexible learning environment”, “building rich learning culture”, “constructing intentional teaching content ”, “educating professional educator”, “building a sound technology information”, total 25 items. 2.The elementary school principal’s flipping leadership indicators have good construct validity. 3.There is a positive awareness of the principal’s flipping leadership for the elementary school educators. 4.The perception of elementary school principal’s flipping leadership levels, “building rich learning culture” is higher, “building a sound technology information” is lower. 5.There is significant difference in elementary school educators perception toward principal’s flipping leadership due to school size, and gender. According to the above findings, a few suggestions are proposed as reference for educational administrations, elementary school principals and as a future research reference.