A Study of the Relationship among Principal’s Positive Leadership, Teachers’ Professional Competencies and Students’ Learning in Elementary Schools

• Main Authors: I-Chuan Su, 蘇奕娟
• Other Authors: Hsin-Fa Lin
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/fpbzch

博士 === 國立臺北教育大學 === 教育經營與管理學系 === 107 === The purpose of this study is to understand Principal’s Positive Leadership, Teachers’ Professional Competencies and Students’ Learning in Elementary Schools of current situation, differences, correlations, predictions. Finally, it assesses the proper fit of the structural equation model among principals positive leadership, teachers’ professional competencies and students’ learning in elementary schools. To achieve the purposes, this study adopted questionnaire survey method. “The investigative questionnaire of relationships among principals positive leadership, teachers’ professional competencies and students’ learning in elementary schools”is the main tool in use. The samples were 1000 teachers selected from 100 elementary schools in Taipei City, New Taipei City, Keelung City and 729 valid questionnaires were collected. The return rate was 72.83%. Except for 10 questionnaires with incomplete data, a total of 719 valid questionnaires , and the valid rate was about 71.83%. A series of statistical methods such as descriptive statistics, multiple regression, Pearson product-moment correlation, stepwise multiple regression analysis and structural equation model are conducted to analyze the data collected. The main findings were summarized as follows: 1.The teachers of the elementary schools in Taipei City, New Taipei City and Keelung City perception that the principals positive leadership, teachers’ professional competencies and students’ learning belongs to the “middle-high level”. 2.The educators with different backgrounds（position, school ages, school districts, and school sizes） significantly differed in principals positive leadership. 3.The educators with different backgrounds（position, school ages, school districts, and service period） significantly differed in teachers’ professional competencies. 4.The educators with different backgrounds（position, academic, and school sizes）significantly differed in students’ learning . 5.There is a significant positive correlation among principals positive leadership, teachers’ professional competencies and students’ learning . 6.Students’ learning can be predicted medium by principals’ positive leadership, teachers’ professional competencies. 7.Principals’ positive leadership, teachers’ professional competencies and students’ learning appeared well adapted to the measurement model and structural model. Verification is verified. 8.Principals’ positive leadership is able to improve students’ learning through the promotion of teachers’ professional competencies. Teachers’ professional competencies has a partial mediating effect. According to the conclusions, some suggestions are provided as references for Department of Education , principals in elementary schools, school teachers and future follow-up study. Key words：Principals positive leadership, Teachers’ professional competencies , Students’ Learning