A Study on the Relationships among Principalsۥ Leadership Behavior, Teachersۥ Professional Development and Innovative Teaching Effectiveness in Elementary Schools － Taking the Four Cities of Northern Taiwan as Examples

• Main Authors: TENG,PEI-HSIU, 鄧珮秀
• Other Authors: LIN,HSIN-FA
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/gnh9ne

博士 === 國立臺北教育大學 === 教育經營與管理學系 === 105 === This study is to investigate the current situation, difference and relation of principals’ leadership behavior, teachers’ professional development, and innovative teaching effectiveness in elementary schools. The researcher adopts questionnaire survey and designs the questionnaires of elementary school principals’ leadership behavior, teachers’ professional development, and innovative teaching effectiveness. Participants of this study are mainly from elementary school teachers in Keelung City, Taipei City, New Taipei City, and Taoyuan City. The total questionnaires include 870 and return back are 707. The effective questionnaires reach to 81.3%. Then, the researcher uses descriptive statistics, independent-samples t test, one-way ANOVA, Pearson product-moment correlation, multiple regression, and structural equation model to analyze the data. Based on the research results, the researcher makes conclusions as follows: 1. The current situations of elementary school principals’ leadership behavior, teachers’ professional development, and innovative teaching effectiveness are almost good , and they have reached to the middle degree. 2. Different background variances (included teachers’ teaching years, working position, participating teachers’ professional development evaluation, principals’ servicing age, school scale as well as school location) have significant differences toward “principals’ leadership behavior”, “teachers’ professional development”, and “innovative teaching effectiveness”. 3. There are positive correlations among principals’ leadership behavior, teachers’ professional development, and innovative teaching effectiveness. 4. The dimensions of “moral leadership”, “transform leadership” as well as “administrative leadership” have the middle degree predictability toward teachers’ professional development; the dimensions of “administrative leadership” and “moral leadership” have the low degree predictability toward innovative teaching effectiveness; the dimensions of “advanced study”, “dedicated attitude”, “basic literacy” as well as “instructional ability” have the high degree predictability toward innovative teaching effectiveness. 5. It approximately reaches to a good matching degree toward the structual model of principals’ leadership behavior, teachers’ professional development, and innovative teaching effectiveness; and teachers’ professional development has the mediate function, it has a “big effect”, toward the influence of innovative teaching effectiveness. According to the above conclusions, this study provides specific suggestions for educational institutions, elementary school principals, teachers, and researchers in the future.