| Summary: | 碩士 === 國立新竹師範學院 === 國民教育研究所 === 85 === The main purpose of this study was to (1)investigate current
situation of elementary principals'''' instructional leadership
behaviors and school effectiveness,(2)explore principals'''' and
teachers'''' perceptual differences on these two areas,,(3)
analyzing the relationships between principals'''' instructional
leadershipbehaviors and school effectiveness and (4)explore the
predictive power of principals'''' instructional leadership
behaviors on the part of school effectiveness. The major
instrument " Elementary School Situation Description
Questionnaire " was designed to collect data. The instrument
comprises two parts:Elemeentary School Principal''''s Instructional
Leadership Behavior Scale and The Index of Perceived
Organizational Effectiveness. A sample of 65 Principals and 736
full-time, part-time teachers and administrators was generated
and returned data were analyzed through mean, standard
deviation, t-test, MANOVA, canonical correlation, and multiple
stepwise regression analysis. The major results were summarized
as follows:1.Most of the principals and teachers perceived
school principals'''' instructional leadership behaviors, with the
development of supportive working enviorment as the most often
percevied behaviors and the assurance of curriculum and
instruction quality as the least perceived ones. In addition, a
majority of the principals and teachers rated high on overall
school effectiveness, with flexibility as the most perceived and
adaptability as the least perceived ones. Furthermore,
significant differences were found between principals'''' and
teachers'''' perceptions on both principals'''' instructional
leadership and school effectiveness. 2.No significant
differences were found on the part of principals'''' perceived
instructional leadership behaviors and school effectiveness,
given the consideration of principals'''' background variables.
3.No significant differences were found on the part of teachers''''
perceived instructional leadership and school effectiveness,
given the consideration of teachers'''' different educational
background.4.Male teachers perceived more often than their
female counterparts on the part of principals'''' instructional
leadership behaviors. No significant differences were found on
school effectiveness, given the consideration of teachers''''
sex.5.Senior teachers perceived significantly more often than
less senior ones on the parts of perceived instructional
leadership. 6.Teachers in medium and small schools perceived
more often than teachers in large schools on the part of
instructional leadership, and the variation reached a
significant level.7.Significant canonical correlation were found
between principals'''' instructional leadership and school
effectiveness. 8.In general, the assurance of curriculm and
instruction quality and the development of instructional mission
and goals were the most positive predictors of school
effectiveness. Bases on research results, the study proposes the
following suggestions:1.Educational authorities should be more
active involving principals in seminars and workshops of
instructional leadesrhip.In addition, the government should
reduce theschool size to create a more constructive environment
for principals'''' instructional leadership behaviors. Moreover,
principals'''' instructional leadership behaviors should be treated
as an important indicator to evaluate school effectiveness.2.
Elementary school principals should devote themselves to
inservicetraning process, and establish instructional leadership
team to improve teachers'''' teaching skills. Besides facilitating
the communication between principal and teacher, defining the
duties between principal and dean of academic will elaborate the
effectiveness of instructional leadership and promote the
overall development of the school. 3.The future study should
(1) utilize a variety of data collecting techniques such as
qualitative visits, observations and interviews, and (2) utilize
a variety of indictors to realize the situation of principal''''s
instructional leadership behaviors and school effectiveness, (3)
enlarge the sample to all of the elementary schools in Taiwan,
and if possible, comparative study among the schools should be
utilized to analyze individual schools'''' strength and weakness
regarding principals'''' instructional leadership.
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