The Study of the Relationship Between Prinicpals' Leadership for Learning and Teacher Leadership of Elementary Schoolsin New Taipei City

• Main Authors: CHEN,SHU-WEN, 陳淑雯
• Other Authors: CHANG,DER-RAY
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/16157617905502501151

碩士 === 輔仁大學 === 教育領導與發展研究所碩士班 === 104 === The present study employed a questionnaire survey aiming at exploring the current situation of principals’ leadership for learning and teacher leadership that perceived by teachers at New Taipei Municipal elementary schools. Moreover, it also investigated the variation of principals’ leadership for learning and teacher leadership under different background variables, along with which the relationship between the two were further discussed. A total of 889 questionnaires were distributed, and 740 of them were retrieved valid. The rate of retrieval was 83.24%. Methods, including descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, and stepwise multiple regression analysis, were used to examine and analyze the questionnaires. The result shows the principals’ leadership for learning that perceived by teachers at New Taipei Municipal elementary schools is high-intermediate. The dimensions scored from high to low are creating advantagous learning enviornment, promoting teachers’ profession growth, establishing students’ learning vision, improving density of leadership for learning, and sharing performance and responsibily. The teacher leadership perceived by teachers at New Taipei Municipal elementary schools is also high-intermediate. The dimensions scored from high to low are colleague collaboration, affirmation recognition, profession autonomy, collaborative participation, and developmental guidance. According to the analysis on background varibles, teacher’s gender, job responsibility, and school size demonstrate significant differences on principals’ leadership for learning. School size also showed a significant variable to teacher leadership. Principals’ leadership for learning is not only moderately positive correlated with teacher leadership, it is also a positive predictor to teacher leadership. Among all dimensions, sharing performance and responsibility helps predict teacher leadership best. Suggestions were proposed based on the results above. They were for the reference of education authorities, school prinicipals, teachers, and future researchers.