The relationship between elementary shoool prinicipal supervision ways and teacher effectiveness

• Main Authors: Ye, Zhen Xue, 葉振學
• Other Authors: Zhong, Ren Qin
• Format: Others
• Language: zh-TW
• Published: 1996
• Online Access: http://ndltd.ncl.edu.tw/handle/77751434689409887737

碩士 === 國立嘉義師範學院 === 國民教育研究所 === 84 === The study is to research on the relationship between elementary school principal supervision ways and teacher effectiveness. It also studies the influences of principals'''' population variable and school surrounding variable on teacher teaching effetiveness. According to the above, the issues to discuss are here. (1)Are there differences between elementary school principal population variable and his supervision? (2)Are there differences between elementary school surrounding variable and its principal supervision way? (3)Is there any relationship among different districts, sizes, school histories and teacher effectiveness performances? (4)Is there any relationship between different principal genders, ages,educational backgrounds, working experiences and teacher teaching effectiveness? 　 (5)Are there any differences between the first and the last stage of the principal supervision and the teacher effectiveness? (6)Will different supervision ways effect teacher effectiveness performances? 　In order to research the above issues, a questionnaire is necessary. The objects of the study are with stratified random sampling and simple random sampling. The sample consisted of 1051 public school teachers in five counties There are 746 effective questionnaires among them.And the usable percentage is 91.29%. The tools on this study are self-made "Elementary School Principal Supervision Way Questionnaire" and "Elementary School Teachers Effectiveness Questionnaire" with excellent reliability and validity. The data was analyzed by T-test, one-way Analysis of Variance,and Chisquare Test Analysis of Independence. 　The obtained results indicate: (I)The differences of variant population variable principals in teaching supervision are the followings. (1)Most male or female prircipals adopt the "democratic" supervision way, and there are no significant differences betweem them. (2)Most principals of variant ages favor the "democratic" supervision way. The younger the principals are, the more "demoncratic"way they adopt. (3) Most principals of different working experiences like" democratic " ways. The less working experiences they have,the more "democratic" ways they love. (4)Most principals of different educational background favor "democratic" ones, and graduate principals like "democratic" most. (II) The differences of principal teaching supervision in variant school surrounding variable are the followings. (1)In variant districts, most principals adopt the "democratic". The village schools are more "democratic" than the county ones. (2)Most schools of different sizes,principals adopt "democratic"ways,but there is no obvious difference between large and small schools. (3)Most schools of different histories, principals take "democratic" ways.And principals in school history of 21 to 30 years love "demoncratic" most. (III)The differences between variant different population variable principals and teaching effectiveness are the following. (1) There is no evident difference of teaching effectiveness between male and female principal schools. (2)Teachers'''' "teaching methods and materials" is more effective in schools of principals aged from 41 to 50 than those aged from 51 to 60. (3) Teachers'''' "guidance ability"is more effective in schools of principals aged from 26 to 30 than those aged over 36. (4) Principals'''' educational background and teacher teaching effectiveness performances.(a)In schools with graduate educational background principals,teachers have more effective performances on "teaching methods and materials","classroommanagement", "teaching evaluation", "professional dedication" than those with principals having graduated from normal universities,teachers colleges, or universities.(b) Teachers'''' "guidance ability" is more effective in graduate educational background principal schools than those from teachers colleges or normal universities.And so is the "professional dedication" in those with graduates than junior colleges. (c)Teachers'''' "teaching evaluation " is also more effective in schools with junior college , teachers college or normal university educational background principals than those with university educational background principals. (IV) The differences between different surroundings variable principals and teacher teaching effectiveness. (1) Teacher have more effectiveness on "teaching evaluation" in schools with 25-36 classes than those with under 12 ones.(2) In different districts, there are no significant differences on teacher teaching effectiveness performance.(3) There are lso no obvious differences on teacher teaching effectiveness performance in different school histories. (V) The relationship between the first and last stage of principal supervision and teacher teaching effectiveness. After principal supervision teacher teaching effectiveness performances are better than hat before supervision. The differences are even more significant.(VI) The relationship between principal supervision ways and teacher teaching effectiveness. In schools of "democratic" supervision ways, teachers have more effective performances on "teaching methods and materials", " classroom management", "research and in-service training", " professional dedication", and " guidance ability", "teaching evalution"than those of "laissezfaire" and "authoritarian". According to the research and literature I want to suggest our educational authorities that (1) when examing and selecting principals, we should focus on both professional knowledge and supervision effectiveness. (2) In-service training for principals are necessary to promote their supervision effectiveness. 　　Furthermore I have some suggestions for the principals.(1) Being a principal,we must understand the importance of the teaching supervision.(2)take in-service training to empower the prefessional ability.(3) and adopt "democratic" ways of supervision to promote teacher teaching effectiveness.