A Study of Pre-service Training Program and the Related Measures for Elementary School Principals

• Main Authors: Chen, Jin-sheng, 陳金生
• Other Authors: Lin, Ming-Dih
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/08290313498948170529

碩士 === 國立中正大學 === 教育研究所 === 88 === A Study of Pre-service Training Program and the Related Measures for Elementary School Principals Abstract The purpose of this study was to examine the theoretical foundations of pre-service training program and its related measures for elementary school principals, the professional capability and qualification for principals, the contents of pre-service training program, principals’ opinion of the training program and the related measures, and finally give concrete suggestions for authorities concerned to hold the correlated courses or take it as an reference for further study. A survey was conducted in this research. The subjects were 549 principals from elementary schools. They were surveyed with the Elementary School Principals’ Opinions of Pre-service Training Program Questionnaire；a 73.95 percent response rate was received. Then, the data were analyzed through statistical methods such as a t-test, one-way ANOVA. Thus, the results of this study invite further empirical research and theoretical reflections. The main results were as the following: 1. The overall program (training course for reserved principals) was highly reputed at all levels by the current in-service principals of elementary schools. Especially, the "Course and Activity Plan" was the highest among all levels. 2. There were no significant differences in the satisfaction with this program as a whole in terms of participators'''' personal background, school environment and different sessions. But there was a significant difference to the "Living Environment". 3. The learning situation of the participators was pretty good. "Learning of Attitude" was the best one among all levels. 4. There were no significant differences in learning situation for this program as a whole in terms of participators'''' personal background, school environment and different sessions. But there was a significant difference to the "Learning of Attitude”. 5. The principals reported the training program was helpful in promoting their overall professional capabilities at all levels. Especially, the "administrative professionalism" helped them the most. 6. There were no significant differences in the promotion of their "Administrative Professionalism" for this program as a whole in terms of participators'''' personal background, school environment and different sessions. But there were differences to "Personality" and "Public Human Relationship". 7. The teaching methods and learning activities of the training program were very helpful for the participators. 8. The principals’ opinions about the plan of the training program and the related measures could be summarized as the following: I. Issues agreed: "Increasing practical training hours", "Increasing optional subjects", "Enhancing behavioral assessment", "Providing the principals with Certification", "Credit", "Cooperating with University", "Conducting Different Training Programs for the Participators of Different Administrative Background", "Continuing Training after the program". II. Issues disagreed: " Increasing Training Time ", "Conducting Different Training Program for the Participators of Different Education Background". 9. The extra-required courses from the research results were as the following: "Dealing with Campus Crisis", "Mental Pressure Adjustment for Principals", "School Public Relationship", "School-based Courses Development", "Educational Administration Leadership", "School Finance and Facility Support". Based on the document analysis and research results, suggestions were as the following: I. The educational administrative authorities should establish certificate system for principals and upgrade the level of responsible authority for the training program. Both Cooperating with academic unit and adjusting the class size for economic efficiency should be taken into consideration as well. Re-planning the training period and the practical training principals system, and other important issues concerning about the principals’ qualified requirements should also be noticed. II. The related authorities responsible for the training program should integrate the current experience. They may consider the model of participator-oriented training course design. They may try to design activities for increasing interpersonal interaction and use multi ways for evaluation. Besides, they should emphasize on the assistant principals’ effect and enhance the teaching and course coordinative capability. To enhance the training for dealing with campus crisis is important as well. III. As for further studies, the author suggested that researcher broaden the research subjects and take multi research methodology. Finally, he identified the authorities concerned should establish the pre-service training mode for elementary school principals.