| Summary: | 碩士 === 國立臺灣師範大學 === 教育研究所 === 92 === A Study of Elementary School Principals’ Instructional Leadership Strategy in Taipei County
Abstract
The main purpose of this study was to （1）explore the meaning of principals’ instructional leadership and the related theories （2）understand the current situation, strategy, and difficulties of elementary school principals’ instructional leadership（3）analyze the differences of elementary school teachers’ perceptions toward principals’ instructional leadership strategy.
In addition to the reviews of related literatures on principals’ instructional leadership, the questionnaire and the interview were the main instruments for data collection. The samples included 70 principals, 94 school administrators, 154 chief teachers, 429 homeroom teachers and 70 subject teachers, this is to say, there are 817 persons in total from elementary schools of Taipei County. The returned data were analyzed statistically through mean, standard deviation, t-test, one-way ANOVA, and product-moment correlation analysis. There were 3 principals being involved by semi-construction interview in outline.
The major results were summarized as following:
1.The overall situation about the perceptions and implementations of elementary school teachers of Taipei County toward principals’ instructional leadership behaviors is good.
2.There were no significant differences on the perceptions toward the current situation of principals’ instructional leadership among elementary school teachers of Taipei County with different variables, such as gender, age, years of service, educational background, the size and the location the school.
3.There were slight differences, but generally similarities, on the perceptions of elementary school principals and teachers of Taipei County toward “ the probable difficulties of principals’ instructional leadership implementation.”
4.The overall situation about the perceptions of elementary school teachers of Taipei County toward principals’ instructional leadership strategy is good. However, the performance of some parts of principals’ leadership still needs improvement.
5.Significant differences on the situation of instructional leadership implementations were found on elementary school principals of Taipei County with different educational background; nonetheless, there was no significant difference while the variables of gender, age, years of service, the size and location of the school were taken into consideration.
6.Significant differences were found on the perceptions of elementary school teachers of Taipei County toward “principals’ instructional leadership strategy”; nonetheless, there was no significant difference while the variable of the size of the school was taken into consideration.
7.Results through interviews were found that the concepts of principals’ instructional leadership should be paid more attention and promoted.
Based on research results, this study proposes the following suggestions:
1.Elementary school principals should
（1）Make sure the concepts and role models of principals’ instructional leadership with more ambitious manners.
（2）Engage in advanced studies initiatively to enrich the professional knowledge of principals’ instructional leadership.
（3）Encourage teachers’ in service training on campus in order to meet teachers’ needs.
（4）Motivate senior teachers’ enthusiasms and organize instructional leadership teams to improve teaching effectiveness.
（5）Establish the systems and concepts of complete teaching estimate, making sure school internal estimates to ensure teaching quality.
2.Educational authorities should
（1）Increase elementary school staff and teaching equipment expenditure to improve instructional leadership effectiveness.
（2）Make teachers’ evaluating systems better, establishing teaching estimate systems, and urging teachers’ classification to motivate teachers’ professional development.
（3）Plan properly principal training courses to cultivate principals to be excellent instructional leaders.
（4）Improve principals’ evaluation and school administration estimate systems, and pay more attention on effects of principals’ instructional leadership.
（5）Set up consulting teams for principals’ instructional leadership, and construct supporting and consulting systems of instructional leadership.
Key Words：Principals’ instructional leadership
Instructional leadership strategy
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