Study of the Principal''''s Instructional Leadership and the Factors Behind It

• Main Authors: Tsai Shiow-Yuan, 蔡秀媛
• Other Authors: Lin,Chin-Chiang,Ph.D.
• Format: Others
• Language: zh-TW
• Published: 1998
• Online Access: http://ndltd.ncl.edu.tw/handle/63046865637081179329

碩士 === 國立師範大學 === 教育學系研究所 === 86 === This research studies the theory underlying the primary school principal''''sinstructional leadership and analyzes the relevant factors behind it. Fieldinvestigation on current principals'''' instructional leadership style for primaryschools in Taipei City leads to some findings based on which suggestions are madefor the purpose of improving primary school principals'''' instructional leadership. To achieve this objective, this study is phased into literature research andquestionnaire survey, and augmented by field interview. First, extensive literatureresearch is done on the theory of the principal''''s instructional leadership and theunderlying factors. Then, a questionnaire is designed based on the outcome ofliterature research, followed by survey and interview. The results are analyzed topresent the current status of principals'''' instructional leadership style for primaryschools in Taipei City, as well as the factors shaping the leadership style and theviews regarding how to improve the leadership. Finally, concrete suggestions arepresented based on the research conclusion. The primary research tool used in this study is the questionnaire Principal''''sInstructional Leadership in Primary School, which is derived from Hallinger''''s (1984)Principal''''s Instructional Management in Primary School (PIMPS) and Larsen''''s (1987)Instructional Leadership Behavior Design Questionnaire (ILBDQ). It is based onMurphy''''s (1990) conceptual framework of principal''''s instructional leadership, withfour major dimensions: developing instructional mission and objectives, ensuringquality of education, building integrated learning environment for both instructorsand learners, and providing education support systems. Data are collected bysurveying 140 primary school principals in Taipei City. Statistical tools (such as1-way ANOVA, Scheffe method, t-test, frequency distribution and percent, and stepwisemultiple regression analysis) are applied for analysis to come up with some meaningfulfindings and explanations. Following are conclusions drawn on this research:1) The primary school principals in Taipei City are in general completely aware ofthe concept of "principal''''s instructional leadership" and have implemented a quitesatisfactory system of it, with exception in the dimension of developinginstructional mission and objectives which requires further strengthening.2) The gender of primary school principal shows significant influence on themanifested leadership statistically.3) The seniority (namely, the term of service) does not impose significant differenceon the leadership statistically.4) The size of school shows statistical significance in affecting the leadership inthe dimension of ensuring quality of education.5) The highest educational degree of the principal does not impose significantdifference on the leadership statistically.6) Principals with varied background variables show only minor variation in theirviews on principal''''s instructional leadership. In other words, they present quitesimilar views.7) The factors behind a principal''''s instructional leadership can be used to predicthis performance on instructions, with the principal''''s "individual personality"playing the most influential role, followed by "school context factors" and trailedby "societal context factors".8) Principals with varied variables show conformance in their suggestions onimproving the instructional leadership.9) High conformity between "suggestion on improving the instructional leadership"and "factors affecting instructional leadership" indicates principals'''' uniform viewon and perception of the instructional leadership.10) For primary school principals in the rapid-changing Taipei City whose citizensconstantly demand quality educational transformation, their common "suggestion onimproving the instructional leadership" shows their concern of answering the demandfor educational transformation.11) "Reverting to the essence of education by reducing non-relevant activities forthe principals and teachers" is a commonly agreed-upon task of top priority forimproving instructional leadership.12) Proper measures must be implemented to help improving primary school principals''''instructional leadership.I. Suggestions for educational administrative institutions and teacher traininginstitutions(1) Strengthen the awareness, implementation and evaluation of principal''''s concepton the instructional leadership: a) provide training in the instructional leadershipduring the course of principal development; b) provide on-the-job training for theprincipal''''s instructional leadership; c) implement evaluation system on theprincipal''''s instructional leadership; and d) specify the mission of the principal''''sinstructional leadership.(2) Enhance and evaluate professionalism of school teachers: a) enhanceprofessionalism of the teacher trainees by changing the training programs currentlyconducted in the normal schools; b) promote teacher''''s devotion in carrying outprofessional leadership; c) provide life-time learning opportunity for teachers toconstantly enhance their professionalism.(3) Determine the optimal size of a school with the purpose of building an optimalenvironment for the principal''''s instructional leadership.(4) Implement the ideal of "school as the departmental standard" to make a schoolfunction as a platform for the principal''''s instructional leadership.II. Suggestions for school administrative functions(1) Each school should provide a supporting system for instructional leadership byestablishing "instructional leadership team" or "learning organization".(2) Ameliorate teaching environment to meet the instructional requirements of theteachers.(3) Improve the performance of instructional leadership through consensus reachedby effective communication of concepts.III. Suggestions for school principals(1) The principal should implement his instructional leadership and take a newattitude toward it.(2) Improve the performance of instructional leadership through professionalism,high-standard value, and flexible leadership.IV. Suggestions for future research(1) In terms of the research objects: The research can push its frontier byincorporating other categories of schools (e.g., private schools), other levels ofschools (e.g., junior high schools and high schools) and school members other thanthe principals (e.g., educational administrative personnel, parents, expert orcommunity personnel).(2) In terms of research methodology: Future research can focus on case study onspecific schools by field investigation and interview in each school. Delphitechnique can be applied to further understand the principal''''s instructionalleadership on the spot and its true affecting factors. This will increase both thedepth and the breadth of the research.(3) In terms of variables under study: Future research can incorporate such variablesas school atmosphere, student academic achievements, teacher professionalism, schoolperformance and teacher''''s instructional performance, for studying their mutualrelationship.(4) In terms of research tools: "context descriptive question" is recommended forfuture research in designing questionnaire, with the purpose of providing contextdescription for the objects under study to be more perceptive of the concept.(5) In terms of research results: Future research is encouraged to control thevariables untouched in the current research, so as to reach more comprehensiveresults.