A Study of the Relationship Between Elementary School Principals'''' Instructional Leadership and School Effectiveness
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...
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ndltd-TW-085NHCTC5760032015-10-13T18:05:27Z http://ndltd.ncl.edu.tw/handle/37984599260775806494 A Study of the Relationship Between Elementary School Principals'''' Instructional Leadership and School Effectiveness 國民小學校長教學領導與學校效能之研究 Chang, Tzu-Chuan 張慈娟 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. Yeh Chung-Ta 李安明 1997 學位論文 ; thesis 200 zh-TW |
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language |
zh-TW |
format |
Others
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sources |
NDLTD |
author2 |
Yeh Chung-Ta |
author_facet |
Yeh Chung-Ta Chang, Tzu-Chuan 張慈娟 |
author |
Chang, Tzu-Chuan 張慈娟 |
spellingShingle |
Chang, Tzu-Chuan 張慈娟 A Study of the Relationship Between Elementary School Principals'''' Instructional Leadership and School Effectiveness |
author_sort |
Chang, Tzu-Chuan |
title |
A Study of the Relationship Between Elementary School Principals'''' Instructional Leadership and School Effectiveness |
title_short |
A Study of the Relationship Between Elementary School Principals'''' Instructional Leadership and School Effectiveness |
title_full |
A Study of the Relationship Between Elementary School Principals'''' Instructional Leadership and School Effectiveness |
title_fullStr |
A Study of the Relationship Between Elementary School Principals'''' Instructional Leadership and School Effectiveness |
title_full_unstemmed |
A Study of the Relationship Between Elementary School Principals'''' Instructional Leadership and School Effectiveness |
title_sort |
study of the relationship between elementary school principals'''' instructional leadership and school effectiveness |
publishDate |
1997 |
url |
http://ndltd.ncl.edu.tw/handle/37984599260775806494 |
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description |
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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