A Research of Relationship Among Principal Transformational Leadership, School Organizational Learning, Teacher Professional Development, and Gift Student Effective Learning at a Private Senior High School
博士 === 國立高雄師範大學 === 特殊教育學系 === 106 === The main objective of this study is to discuss the relation between Gifted Students’ Efficient Learning and Principal Transformational Leadership, School’s Organization Learning and Faculty Professional Development in private high school, applying the self-desi...
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博士 === 國立高雄師範大學 === 特殊教育學系 === 106 === The main objective of this study is to discuss the relation between Gifted Students’ Efficient Learning and Principal Transformational Leadership, School’s Organization Learning and Faculty Professional Development in private high school, applying the self-designed questionnaire of “Survey of Private High School’s Acts & Progress in Cultivating Students to Learn Adaptive Development Efficiently to Become a Gifted Student”, complete survey is conducted on subject teachers in L private high school who cultivate gifted students, there are 284 teachers as the effective sample size in total, which as the subject.
According to the purpose of the study, via citation analysis, this study draws up index structure and content of Principal Transformational Leadership, School’s Organization Learning, Faculty Professional Development and Gifted Students’ Efficient Learning; afterward, the survey questionnaire is applied, collecting suggestion from subject teachers of the gifted students to figure out the relation between Gifted Students’ Efficient Learning and Principal Transformational Leadership, School’s Organization Learning and Faculty Professional Development. Data has been analyzed with Independent Sample t Test, Analysis of Variance, Pearson Correlation and Stepwise Multiple Regression, and the result comes to the following conclusions:
I.Principals in private high school generally have high capability of Transformational Leadership; the strongest behavior intention is “Change Leadership”.
II.Faculty in private high school generally highly agrees with and has sense of participation in School’s Organizational Learning, pre and pro perceptual awareness in “Double-Loop Learning” and “Triple-Loop Learning” is the highest.
III.Faculty in private high school has good performance on Faculty Professional Development, has higher sense of “Professional Commitment”.
IV.Private high school has good performance on Gifted Students’ Efficient Learning, “Service-Learning” and “Self-Actualization” equipped with the greatest function of promoting efficiency.
V.Faculty in private high school whose gender, marriage, serving seniority, promotion, and experiences have remarkable effect on Principal “Transactional Leadership” and “Inspirational Leadership”.
VI.Faculty in private high school whose gender, serving seniority, highest education, marriage, wages & benefits, promotion, and experiences have remarkable effect on “Triple-Loop Learning”.
VII.Faculty in private high school whose gender, serving seniority, promotion, professional certification, experiences, marriage have remarkable effect on ”Professional Community”.
VIII.Faculty in private high school whose gender and professional certification have deep perception on gifted students’ “Mobile Learning” and “Transformative Learning”, and hoping to enhance “Service-Learning” and “Self-Actualization” to promote gifted children’s “Efficient Learning”.
IX.Faculty in private high school whose serving seniority and promotion have remarkable effect on Principal “Transactional Leadership”, “Inspirational Leadership”, “Triple-Loop Learning”, and gifted students’ “Transformative Learning”.
X.Faculty in private high school whose professional certification has remarkable effect on Principal “Change Leadership”, “Faculty Professional Development”, Gifted Students’ “Mobile Learning”, and “Transformative Learning”.
XI.Faculty in private high school whose wages & benefits have remarkable effect on Principal “Charismatic Leadership” and “Change Leadership”, School’s “Double-Loop Learning” and “Gifted Students’ Enhancing Learning”.
XII.The stronger “Transformative Leadership” capability that principals in private high school have, the better mechanism of “School’s Organizational Learning”, outcomes of “Faculty Professional Development” and promotion of “Gifted Students’ Efficient Learning” will be.
XIII.The better mechanism of “School’s Organizational Learning” that private high school has, the much better “Faculty Professional Development” will be, the more stable faculty’s “Professional Commitment” to school and the bigger benefit of “Gifted Students’ Efficient Learning” will be.
XIV.The more “Faculty Professional Development” that private high school considers, the better outcomes of “Gifted Students’ Efficient Learning” will be, the better quality of gifted students’ learning & teaching efficiency will the entire school have.
XV.“Communication between Parents & Teachers” of faculty professional development in private high school is predicted to “Service-Learning” and “Self-Actualization” of gifted students’ efficient learning, “Teaching Enhancement” is the most predicted to “Transformative Learning”.
XVI.Private high school’s principal “Transformational Leadership” has positive causality to both “School’s Organizational Learning”, “Faculty Professional Development”, “Gifted Students’ Efficient Learning”, and “Inspirational Leadership” has bigger effect in the aspect of “Double-Loop Learning”, “Professional Commitment”, “Mobile Learning” and “Self-Actualization”.
XVII.“School’s Organizational Learning” of private high school has positive causality to “Faculty Professional Development” and “Gifted Students’ Efficient Learning”, and “Triple-Loop Learning” has bigger effect on “Professional Commitment” and “Transformative Learning”.
XVIII.“Faculty Professional Development” of private high school has positive causality to “Gifted Students’ Efficient Learning”, and “Communication between Parents & Teachers” and “Professional Commitment” has bigger effect on “Service-Learning”.
XIX.“Principal Transformational Leadership”, “School’s Organizational Learning” and “Faculty Professional Development” have positive causality to “Gifted Students’ Efficient Learning”.
XX.“Principal Transformational Leadership” directly affects “Gifted Students’ Efficient Learning” via mediating effect of “School’s Organizational Learning” to “Faculty Professional Development”.
XXI.“Principal Transformational Leadership” directly affects “Gifted Students’ Efficient Learning”.
In conclusion, this study puts forward the suggestion in accordance with above mentioned conclusions as the reference for application of Gifted Students’ Efficient Learning & Teaching and future related studies.
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李永昌 |
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李永昌 CHIANG, SHAN-TING 江山定 |
author |
CHIANG, SHAN-TING 江山定 |
spellingShingle |
CHIANG, SHAN-TING 江山定 A Research of Relationship Among Principal Transformational Leadership, School Organizational Learning, Teacher Professional Development, and Gift Student Effective Learning at a Private Senior High School |
author_sort |
CHIANG, SHAN-TING |
title |
A Research of Relationship Among Principal Transformational Leadership, School Organizational Learning, Teacher Professional Development, and Gift Student Effective Learning at a Private Senior High School |
title_short |
A Research of Relationship Among Principal Transformational Leadership, School Organizational Learning, Teacher Professional Development, and Gift Student Effective Learning at a Private Senior High School |
title_full |
A Research of Relationship Among Principal Transformational Leadership, School Organizational Learning, Teacher Professional Development, and Gift Student Effective Learning at a Private Senior High School |
title_fullStr |
A Research of Relationship Among Principal Transformational Leadership, School Organizational Learning, Teacher Professional Development, and Gift Student Effective Learning at a Private Senior High School |
title_full_unstemmed |
A Research of Relationship Among Principal Transformational Leadership, School Organizational Learning, Teacher Professional Development, and Gift Student Effective Learning at a Private Senior High School |
title_sort |
research of relationship among principal transformational leadership, school organizational learning, teacher professional development, and gift student effective learning at a private senior high school |
publishDate |
2018 |
url |
http://ndltd.ncl.edu.tw/handle/78nv2a |
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ndltd-TW-106NKNU02840022019-05-16T00:07:48Z http://ndltd.ncl.edu.tw/handle/78nv2a A Research of Relationship Among Principal Transformational Leadership, School Organizational Learning, Teacher Professional Development, and Gift Student Effective Learning at a Private Senior High School 私立高級中學校長轉型領導、學校組織學習、教師專業發展與資優生有效學習之關係研究 CHIANG, SHAN-TING 江山定 博士 國立高雄師範大學 特殊教育學系 106 The main objective of this study is to discuss the relation between Gifted Students’ Efficient Learning and Principal Transformational Leadership, School’s Organization Learning and Faculty Professional Development in private high school, applying the self-designed questionnaire of “Survey of Private High School’s Acts & Progress in Cultivating Students to Learn Adaptive Development Efficiently to Become a Gifted Student”, complete survey is conducted on subject teachers in L private high school who cultivate gifted students, there are 284 teachers as the effective sample size in total, which as the subject. According to the purpose of the study, via citation analysis, this study draws up index structure and content of Principal Transformational Leadership, School’s Organization Learning, Faculty Professional Development and Gifted Students’ Efficient Learning; afterward, the survey questionnaire is applied, collecting suggestion from subject teachers of the gifted students to figure out the relation between Gifted Students’ Efficient Learning and Principal Transformational Leadership, School’s Organization Learning and Faculty Professional Development. Data has been analyzed with Independent Sample t Test, Analysis of Variance, Pearson Correlation and Stepwise Multiple Regression, and the result comes to the following conclusions: I.Principals in private high school generally have high capability of Transformational Leadership; the strongest behavior intention is “Change Leadership”. II.Faculty in private high school generally highly agrees with and has sense of participation in School’s Organizational Learning, pre and pro perceptual awareness in “Double-Loop Learning” and “Triple-Loop Learning” is the highest. III.Faculty in private high school has good performance on Faculty Professional Development, has higher sense of “Professional Commitment”. IV.Private high school has good performance on Gifted Students’ Efficient Learning, “Service-Learning” and “Self-Actualization” equipped with the greatest function of promoting efficiency. V.Faculty in private high school whose gender, marriage, serving seniority, promotion, and experiences have remarkable effect on Principal “Transactional Leadership” and “Inspirational Leadership”. VI.Faculty in private high school whose gender, serving seniority, highest education, marriage, wages & benefits, promotion, and experiences have remarkable effect on “Triple-Loop Learning”. VII.Faculty in private high school whose gender, serving seniority, promotion, professional certification, experiences, marriage have remarkable effect on ”Professional Community”. VIII.Faculty in private high school whose gender and professional certification have deep perception on gifted students’ “Mobile Learning” and “Transformative Learning”, and hoping to enhance “Service-Learning” and “Self-Actualization” to promote gifted children’s “Efficient Learning”. IX.Faculty in private high school whose serving seniority and promotion have remarkable effect on Principal “Transactional Leadership”, “Inspirational Leadership”, “Triple-Loop Learning”, and gifted students’ “Transformative Learning”. X.Faculty in private high school whose professional certification has remarkable effect on Principal “Change Leadership”, “Faculty Professional Development”, Gifted Students’ “Mobile Learning”, and “Transformative Learning”. XI.Faculty in private high school whose wages & benefits have remarkable effect on Principal “Charismatic Leadership” and “Change Leadership”, School’s “Double-Loop Learning” and “Gifted Students’ Enhancing Learning”. XII.The stronger “Transformative Leadership” capability that principals in private high school have, the better mechanism of “School’s Organizational Learning”, outcomes of “Faculty Professional Development” and promotion of “Gifted Students’ Efficient Learning” will be. XIII.The better mechanism of “School’s Organizational Learning” that private high school has, the much better “Faculty Professional Development” will be, the more stable faculty’s “Professional Commitment” to school and the bigger benefit of “Gifted Students’ Efficient Learning” will be. XIV.The more “Faculty Professional Development” that private high school considers, the better outcomes of “Gifted Students’ Efficient Learning” will be, the better quality of gifted students’ learning & teaching efficiency will the entire school have. XV.“Communication between Parents & Teachers” of faculty professional development in private high school is predicted to “Service-Learning” and “Self-Actualization” of gifted students’ efficient learning, “Teaching Enhancement” is the most predicted to “Transformative Learning”. XVI.Private high school’s principal “Transformational Leadership” has positive causality to both “School’s Organizational Learning”, “Faculty Professional Development”, “Gifted Students’ Efficient Learning”, and “Inspirational Leadership” has bigger effect in the aspect of “Double-Loop Learning”, “Professional Commitment”, “Mobile Learning” and “Self-Actualization”. XVII.“School’s Organizational Learning” of private high school has positive causality to “Faculty Professional Development” and “Gifted Students’ Efficient Learning”, and “Triple-Loop Learning” has bigger effect on “Professional Commitment” and “Transformative Learning”. XVIII.“Faculty Professional Development” of private high school has positive causality to “Gifted Students’ Efficient Learning”, and “Communication between Parents & Teachers” and “Professional Commitment” has bigger effect on “Service-Learning”. XIX.“Principal Transformational Leadership”, “School’s Organizational Learning” and “Faculty Professional Development” have positive causality to “Gifted Students’ Efficient Learning”. XX.“Principal Transformational Leadership” directly affects “Gifted Students’ Efficient Learning” via mediating effect of “School’s Organizational Learning” to “Faculty Professional Development”. XXI.“Principal Transformational Leadership” directly affects “Gifted Students’ Efficient Learning”. In conclusion, this study puts forward the suggestion in accordance with above mentioned conclusions as the reference for application of Gifted Students’ Efficient Learning & Teaching and future related studies. 李永昌 2018 學位論文 ; thesis 366 zh-TW |