苗栗縣國小校長教學領導與學校本位課程發展之相關研究

• Main Author: 巫明璋
• Other Authors: 李安明
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/07346690451913051491

碩士 === 國立新竹教育大學 === 進修部學校行政碩士班 === 92 === A Study on Relationships between Principals’ Instructional leadership and School-based Curriculum development of Eelementary School in Miaoli County. -Abstract- The main purpose of this research is to analyze the relationships between principals’ instructional leadership and school-based curriculum development of elementary school in Miaoli county. Specifically, the major purposes were to (1) investigate elementary school teachers’ perceptions of principals’ instructional leadership behaviors, (2) investigate elementary school teachers’ perceptions of school-based curriculum development, (3) discuss the differences of elementary school teachers’ perceptions of principals’ instructional leadership behaviors, given the consideration of their background variables, (4) analyze the differences of elementary school principals’ and teachers’ perceptions of school-based curriculum development given the consideration of their background variables, (5) explore the relationships between principals’ instructional leadership and school-based curriculum development of elementary school, (6) explore the predictive power of principals’ instruction leadership behaviors on school-based curriculum development. The major instruments were Elementary School Principals’ Instruction Leadership Behaviors Scale and Elementary School School-based Curriculum Development Scale, which were designed to collect data. The sample consists of 1108 teachers serving in 63 public elementary schools in Miaoli county. There are 1018 out of 1108 samples which were found useful, yielding a useful rate of 86.27%. The returning data were analyed through t-Test, one-way ANOVA, Pearsons’ Correlation and Multiple Stepwise Regressions. The major findings were listed as below: 1. Most of the teachers can perceive principals’ instructional leadership behaviors . 2. Most of the teachers can perceive school-based curriculum development. 3. Significant differences were found on the part of teachers’ perceived principals’ instruction leadership behaviors, given the consideration of teachers’ different gender, educational background, serving years, position and school size. 4. While no significant differences were found on the part of teachers’ perceived school-based curriculum development, given the consideration of teachers’ different educational background. significant differences were found on the part of teachers’ perceived school-based curriculum development, given the consideration of teachers’ different gender, serving years, position and school size. 5. The more elementary school teachers’ perceptions on principals’ instructional leadership behaviors, the better school-based curriculum development will be. 6. The principals’ instruction leadership behaviors have significant prediction to school-based curriculum development. Among the predicted that principals’ instructional leadership behaviors for “promoting professional growth of teachers”,” providing supporting work environment” is best predictor. According to the analyses and results of the research, the researcher proposes the following suggestions for the educational administrative authorities and elementary schools: 1. Suggestions for the educational administrative authorities: a. Plan properly professional growth study of principals’ “the crux ability of teaching”. b. Allowed principals’ instructional leadership incorporated principal evaluation portfolio items of principal-selecting. 2. Suggestions for elementary schools: a. Formulating teacher peer group guidance strategy, upgrading teachers’ teaching quality. b. Establishing school curriculum estimate systems, promoting school-based curriculum development. c. Formulating instruction leadership strategy, build teachers’ professional growth example, promoting teacher self-realization. Keywords：Principals’ Instructional Leadership, School-Based Curriculum Development