| Summary: | 碩士 === 輔仁大學 === 教育領導與發展研究所 === 91 === Abstract
Thesis Topic: The Study on the Needs of Professional Development of Principals of Elementary and Junior High Schools- A Case Study of Taipei County
University: Graduate School of Educational Leadership and Development,
Fu-Jen Catholic University
Adviser: Dr. Shih-ling Lin
Graduate Student: Tung-Liang Lin
The purpose of this study was to understand the current situation and needs of individual professional development of principals of elementary and junior high schools and then offer concrete suggestion for the reference and professional planning of relevant administrative agents and institutions in charge of professional development of principals in elementary and junior high schools. The research method uses literature review and questionnaires. The research tool, “Opinion Poll of Needs of Professional Development of Principals of elementary and Junior High Schools,” is distributed to principals of public elementary and junior high schools in Taipei County universally and 239 samples have collected, 53 junior high and 186 elementary principals respectively. After the employment of the distribution of average, standard deviation, t-test, analysis of variance, posteriori comparisons of Scheff’e, this study concludes its findings as follows:
I. Findings on Required Duties and Professional Knowledge and Skills of the Principals of Elementary and Junior High Schools at Current Stage
1.The main duties of principals of elementary and junior high schools are : “ to implement national education policies, to work with order given by authority agents, to meet the expectation of school staff, to set up school development objectives, to take the responsibility of planning and organization, administrative management, educational leadership, teaching consultation, public relations, budgeting generation, campus arrangement, morale stimulation, and continuous individual development , and to promote school development and educational innovation.”
2.Professional knowledge of principals of elementary and junior high schools should cover six dimensions of “operation of school organization,” “management of school organization,” “core activities of school organization (curriculum and teaching leadership),” “public relations,” “individual professional capacity,” and “professional research and development.”
II. Findings on Principal’s View on Individual Need and Awareness of Professional Knowledge and Skills of Principals from Different Backgrounds
1.As a whole, principals put high expectation and assessment on individual knowledge and skill development.
2.Professional knowledge and skills of “operation of school organization” and “management of school organization” have been set as the first two priorities.
3.The self-evaluation of individual professional knowledge and skills awareness of principals:
(1)Male principals show high awareness of “management of school organization” than female principals.
(2)Principles in the age groups of “40-49” and “50-59” have higher awareness of “public relations,” “professional research and development,” and “overall dimensions,” than those in the age group “under 40.”
(3)Principals of elementary schools demonstrate higher awareness in the regard of “core activities of school organization,” “public relations,” “individual professional capacity,” and “overall dimensions” than those of junior high schools.
(4)Principals with school size of “61-100 class groups” and “more than 100 class groups” perform better in the awareness assessment of “professional research and development” than those with school size of “13-24 class group.”
4.Assessment on Individual Needs of Professional Development
(1)The needs of professional development of principals receiving “master degrees,” “40 credits of graduate study,” or graduating from “teacher’s colleges and universities” is higher than those with PhD holders in the regard of “core activities of school organization” and “professional research and development.”
(2)Principals of elementary schools need more on “professional research and development” than those of junior high schools.
III. Findings on Influential Factors, Experience, and Future Prospects of the Participation of Professional Development
1.The main factors for principals to participate in the activities of professional development are “the enhancement of individual leadership,” and “the improvement of professional knowledge and skills.”
2.The most common reason prevents principals from participating in the activities of professional development is “busy work schedule.”
3.“Winter and summer vacation” are considered as the most proper time slot to conduct the activities of professional development.
4.The subjects agree the spending on professional development should depend on “the content and activity design” and it shall be combined with high percentage of public funding and low percentage of self pay.
5.In the future, principals participating in the survey expect to take advantage of “school visits (oversea educational tours) sponsored by the Ministry of Education,” “long-distance learning,” “action research,” and “paper or book publication” to develop their professional knowledge and skills.
IV. Findings on Necessary Professional Development of Principals of Elementary and Junior High Schools
The necessary professional development of principals of elementary and junior high schools should include the following six dimensions: (1) operation of school organization: educational policies, order, problems and the understanding of school development, operation and efficiency of school organization, evaluation and auditing of school effectiveness and efficiency; (2) management of school organization: personnel allocation, appraisal, the concept of development, knowledge and management skills of finance and general affairs, concept and skills of communication and decision-making, and change and risk management; (3) Core activities of school organization (curriculum and teaching leadership): knowledge of curriculum, teaching method, and testing and theories and skills of students’ learning and counseling; (4) public relations: concept and skills of promoting external relations; (5) individual professional capacity: educational philosophy courses and individual characteristics; (6) professional research and development: education theories(new insights) and self-growth and self-development.
Accordingly, this study, in the end, proposes possible suggestions for relevant educational administrative agencies and teacher’s training institutions.
Key Word: Needs, Needs Assessment, Professional development, Professional development of principals
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