| Summary: | 博士 === 國立臺北教育大學 === 教育經營與管理學系 === 106 === Abstract
The purposes of this study are to understand the current situation, differences, and relationships of the “core competence”, the” blue ocean strategy”, and the “school effectiveness” of innovative leadership of high school principals in Taipei City and New Taipei City. Then, it provides the conclusions and recommendations for the reference of educational administrations, high school principals, and future research.
It adopts the questionnaire survey method, and the samples including 720 teachers from 26 schools (including the part of the junior high school) in the 17 schools in New Taipei City and 9 in Taipei City 615 teachers send back their copies and the recovery rate is 85.4. %. It includes 450 valid questionnaires and the effective rate is 73.2%. Data is analyzed using SPSS and AMOS statistical software. According to the results of this study, the following findings are summarized:
1. Teachers perceive principals' “core competence”, “blue ocean strategy”, and “school effectiveness” of innovative leadership are at medium to high level.
2. As for the teachers perceive the principals' “core competence”, “blue ocean strategy”, and “school effectiveness” of innovative leadership, there is significant difference between the groups of the age above 51 year-old and the younger groups. The overall performance is higher in group of the age above 51 year-old, but there is no difference in teaching effectiveness.
3. Teachers with the seniority of "21 years or more" are more perceptive about the principals’ core competence, diversification strategy, administrative performance, and student learning performance of innovative leadership.
4. Teachers with director are more perceptive of the principals' overall core compeence,
blue ocean strategy, school effectiveness, administrative performance of innovative
leadership, parental participation effectiveness than mentor or full-time teachers.
However, there is no difference in teacher teaching effectiveness and student learning
performance. Teachers with director or other teachers have higher perceptions of
governance and value strategies than teacher mentors. Teachers with director have
higher perceptions of the differentiation strategy and the diversification strategy than
teacher mentors.
5. The junior high school teachers have higher perceptions of the principals’ diversi-
fication strategy of innovative leadership than the senior high school teachers.
6. Principals’ overall core competence, the degree of orientation, value strategy and
parental participation of innovate leadership, teachers in the school with "41-60
classes" or "81 classes or above" have higher perceptions than their counterparts in
the school with "61-80 classes". Principals’ overall blue ocean strategy, differen-
tiation strategy, overall school effectiveness, administrative performance, teacher’s
teaching effectiveness and student’s learning effectiveness of innovation leadership,
teachers in the school with "41-60 classes" performance better than their counterparts
in the school with "61-80 classes".Teachers in the school with "41 classes below" are
more perceptive about the principles’ innovate leadership than the teachers in the
school with "61-80 classes."
7. Teachers in Taipei City are more perceptive about principals' core competence, blue ocean strategy, and school effectiveness of innovative leadership than teachers in New Taipei City, but there is no difference in the teacher’s teaching effectiveness.
8. There are moderate positive correlations among the principals’ innovative leadership at core competence, and school effectiveness.
9. There are high positive correlations between principals’ blue ocean strategy and school effectiveness of innovative leadership.
10. There is a good fitness of the overall model, which includes principals' innovative leadership core competence, blue ocean strategy and school effectiveness.
11. Principal's core competence of innovative leadership can enhance school effectiveness through the implementation of the blue ocean strategy, the principals’ core competence of innovative leadership is not a key factor in school effectiveness, and the implementation of the blue ocean strategy has full or partial mediation.
Finally, based on the conclusions in this research, it proposes some recommen-
dations for educational administrations, high school principals, and future research.
Keywords: high school principals, innovative leadership, core competences,
blue ocean strategy, school effectiveness
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