A Study of Elementary Principals'''' Instructional Leadership Enhances Teachers'''' Teaching Effectiveness

• Main Authors: yuan,hsieh, 謝元
• Other Authors: 陳全成
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/62061145990875947979

碩士 === 臺東師範學院 === 教育研究所 === 91 === Abstract This study aimed at investigating the impact of an elementary school principal’s instructional behaviors that improve teachers’ teaching effectiveness. The main purpose of this study was as follows: 1. To explore the different perceptions which were found in principals’ leading authorities and obligations by teachers and principals. 2. To explore the different perceptions which were found in principals’ role-plays by teachers and principals. 3. To investigate the situation in the Nine-Year Integration Curriculum, the the different perceptions of principals’ instructional leadership by teachers and principals. 4. To explore the different perceptions which were found in principals’ instructional leadership behaviors and instructional leadership perceptions by teachers with different educational background. 5. To explore the present perception of the elementary principals and teachers’ teaching effectiveness. 6. To explore the different perceptions which were found in schools’ teaching effectiveness by teachers with different educational background. 7. To investigate the interaction between the instructional leadership and the teaching effectiveness. 8. According to the questionnaire and the interview of principals, the importances are as follows: (1) The role of principals who plays in the Nine-Year Integration Curriculum. (2) The difficulties of the Nine-Year Integration Curriculum and the way that principals to solute. (3) The principals observe the effect of the teaching effectiveness. (4) The principals percept to improve the teaching effectiveness. (5) The principals observe the method that the teachers assess students. (6) The principals’ point of view about the effectiveness in cognitive, affective, psychomotor assessment. (7) The principals express their points of view about the teachers’ instructional assessment to promote the teaching effectiveness. (8) For principals’ authorities and obligations, the difficulties that they face in the Nine-Year integration curriculum. 9. According to the conclusions of this study,there are some suggestions available for the authorities to reference. The present study adopted the literature analysis method, questionnaire and the method of interviews. In the present study, the sample only included the public elementary school teachers in Tainan City. The study based on the name album of elementary school printed by Tainan City in 2000,and the sample was chosen randomly according to the amount of schools. In the selected 42 schools in Tainan City, from 5 to 56 members were chosen according to different amounts of school’s staff from different schools. For the sample school, the principals、administrators（master、director），and the teachers without administrative duty were requested to answer in the questionnaire. The work was done by commission the registrars of tested school to distribute the questionnaire to masters、directors and teachers. The research tool is writer’s ”The Questionnaire of elementary school principals’ instructional leadership to enhance teacher’s teaching effectiveness”. The data statistic methods was: Average、T-test、One-way ANOVA、Scheffes’ posteriori comparisons、Pearson product-moment correlation，and multiple stepwise regression analysis. To classify and analyze all data, compare multivariable analysis data to explain. The conclusion of the study was as follows: 1. Teachers and principals are all agree that principals are the people who affect the Nine-Year Integration Curriculum most. 2. Principals and teachers have different points of view about principals’ role, principals think themselves are instructional leadership, but teachers think principals are public relations. 3. The instructional leadership: For whole instructional leadership, principals have higher degree of perception than teachers. They are also much different in position and school scale. The conception of people who have master degree higher than others. otherwise, it doesn’t different from sex、authority、diploma、seniority，and age. 4. The teaching effectiveness: There are significant different perceptions between principals and teachers, otherwise, it dosen’t different from different sex、authority、diploma、seniority、age,andschool scale. 5. There was a positive relationship between Instructional leadership and teaching effectiveness ,the principals’ instructional leadership has positive affect to predict the teachers’ teaching effectiveness. 6. The questionnaire from principals: (1) To interview 15 principals, their leading goal and position are very definite , they all make the point on teaching. (2) The difficulties for principals to practice Nine-Year Integration Curriculum are as follows: teachers still not adjust their attitude, teachers need urged to improve their profession, teaching method and style, no teaching group, the connection and combination of curriculum, to research and develop the education material…etc. However, principals think the problems as above can be solved: to attend workshop and study to improve teachers’ profession, to adjust teaching method, to practice the teaching group, to prepare lesson plan, to correct teachers’ attitude, and to adapt the Nine-Year Integration Curriculum. (3) Principal all think that the teaching effectiveness is achieve to a good level in the same school. To promote teaching effectiveness can be done as below: to attend the workshop and study to promote the teaching method, skill, teachers also can attend special class for teaching, teaching group, cooperation teaching, multiple assessment, and teaching evaluation. (4) Multiple assessment is an important indicator of Nine-Year Integration curriculum. From multiple assessment, we can see if teachers adjust their instructional method or not. About 60% schools need to adjust instructional style, fortunately, there are 40% schools had changed their instructional styles. (5) The effectiveness of cognitive teaching is the best one in schools’ assessment, the second one is psychomotor teaching which effectiveness is above 70%. The assessment of affective teaching is hard to exam the teaching effectiveness. (6) principals who receive the interview all agree that the teaching assessment can improve the teaching effectiveness. (7) To fulfill the Nine-Year Integration curriculum, half principals should use expert right instead of obligation right. According to the research, there are some suggestions as follows: 1. The suggestions to administration: (1) For education change, we should plan it in whole and detailed concern. (2) The publicity period of Nine-Year Integration Curriculum should be more extended. (3) It should make point of connection and combination when examining the education material. (4) Teachers cultivation plan should correspond to the education change. 2. The suggestions to principals: Principals should feel confident for their right and obligation, leading in expert right and telling all teachers principals’ leader role. Trying to communicate and get support from teachers, and avoiding misunderstand. 3. The suggestions to teachers: Keeping everyday new. (1) Teachers are urged to study and attend workshop to promote their profession. (2) It is important for teaching group and cooperation teaching. (3) To promote the ability to research and compile educational material. (4) Teachers adjust their attitude to adapt the Nine-Year Integration Curriculum. Keyword: instructional leadership, teaching effectiveness, role-play, role expectation, Nine-Year Integration Curriculum