A Study on Principal’s Supervision of Instruction, School Professional Development and Organizational Performance of Primary Schools in Taiwan

• Main Authors: Liu, Chung-Chen, 劉仲成
• Other Authors: Wu, Ming-Ching
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/77995118367749291051

博士 === 國立台北師範學院 === 教育政策與管理研究所 === 93 === In addition to understand the status-quo of the principal’s supervision of instruction, school professional development and organizational performance of primary schools in Taiwan, this study intended to explore effects of principal’s supervision of instruction on school professional development and organizational performance. By stratified random sampling method, 1358 school teachers were selected as survey sample, and the Questionnaire of School Organizational Situation was administered to them. A Focused Group Interview, including 8 principals and 12 teachers, was also implemented to collected empirical data for the study. Based on data analysis and discussion, conclusions of this study were summarized as follows: 1. The school performance of primary schools was in general above the average level. However, teachers’ perceptions of the school performance were significantly different in terms of teachers’ gender, age, seniority, position, education, school size and the principal’s seniority. 2. The school professional development of primary schools was in general above the average level, and there were also significant differences among teachers in their perceptions of school professional development. 3. The critical problem of primary schools was their lack of vision and learning energy. 4. To establish a Learning Organization could be effective to improve school professional development. 5. Most adopted type of instructional supervision by school principals was ‘cooperative’. However, the ‘strict’ type of instructional supervision had better effects on school professional development and school performance. 6. The effects of instructional supervision depended on the principal’s professionalism. 7. The main problem of principal’s supervision of instruction was the legitimacy of instructional supervision questioned by school teachers. 8. The principal’s supervision of instruction was the most effective tool for the improvement of school professional development and school performance. Based on conclusions of this study, implications and applications for the practice of school administration as well as further studies were discussed.