The Study of Administrative Support to Instructional Supervision in Senior Industrial Vocational High Schools

• Main Authors: kao po ling, 高栢鈴
• Other Authors: 江文雄
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/16566513666985198497

碩士 === 國立臺灣師範大學 === 工業教育學系在職進修碩士班 === 90 === The purpose of this research focused on exploring how administration in industrial vocational senior schools backed up the current instructional supervision implementation. In order to achieve this goal, the researcher proceeded the processing of documentary materials, analyzing the facets and items of how school administration supports instructional supervision. The researcher also worked out sampling inquiries and collecting relevant opinions through self-designed questionnaires handed to the principals, teachers with administrating tasks, and full-time teachers. The information/data analysis adopted the statistic measures, such as frequency distribution, percentages, mean, sequence, t test and one-way analysis of variance, and so on. The conclusion was elicited through induction as follows: 1.The school administration supports instructional supervision included the eight items of principal's facet; the sixteen items of academic department's facet; the eight items of practice department's facet; and the other administrative coordination's twelve items. 2.Among the instructional supervision items, the faculty and staff members in the school believed that principal's facet emphasized supporting teachers' activities of advanced study and valued teachers' teaching effectiveness were the most important. The academic department's facet was supposed to be most emphatic on fulfilling teaching facilities and encouraging teachers to participate activities of advanced study. The practice department's facet should be most emphatic on maintaining students' technique certificate ratification tests, practice shops maintenance and safety-sanitation management. In the other coordinating administrative respects, student's parents were encouraged to participate school activities, and the academic department should put the management of students' disciplines into effect. 3.In the current situation of administration supports instructional supervision in industrial vocational schools, school's staff and faculty members believed that were holding students' technique certificate ratification tests, counseling students' participating in technique/craft competitions and cruising to supervise the class activities proceeding. These above depictions were the items which had been most often implemented; while the least often implemented items were: questionnaires designed for students' feedback opinions toward teachers' instructions and lecturing, advocating teachers' self-evaluation on teaching effect, and holding seminars of instructional supervision. 4.The most commonly seen problems happened to the following conditions: that current administration in industrial vocational schools supports instructional supervision could not sufficiently meet teachers' cognitions to instructional supervision. As a result, they presented comparatively low effect of cooperation. Staff and administrative members in schools bore overloaded work that influenced the effect of supporting instructional supervision, too. Meanwhile, instructional supervision manpower in schools was insufficient, and the relevant formalities were more required than practical execution facets. 5.Regarding the improving measurements of administration supports instructional supervision in industrial vocational schools were primarily as follows: assigning specifically instructional supervisors; providing adequate expenditures and manpower; providing teachers' advanced study opportunities to enhance teaching quality and establish explicit instructional supervision system and instructional effect evaluation tools.