台北市國民小學校長科技領導之研究

• Main Authors: HSU CHIEN-JU, 徐潔如
• Other Authors: 曾錦達
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/30761972723819863018

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 94 === This research aims at investigating the current status-quo of technology leadership knowledge and abilities of the principal in elementary schools, analyzing the differences of elementary school principals from different backgrounds in technology leadership knowledge and abilities and professional development demand, and examining the difficult situations they encounter. To fulfill the above research purpose, the research tool of questionnaire was adopted to understand elementary school principals’ technology leadership knowledge and abilities and its needs of profession development. Moreover, two-stages interview was also conducted to analyze required ability of principals in technology leadership and the dilemma of practicing. This research carries on the questionnaire with 150 principals of public and private elementary schools in Taipei City. The questionnaire return adds up to 121s, the recovery rate is 80.67%.Excluding samples with incomplete answers, there are 119 valid samples. That means 79.33 percent of samples are valid. Also the result will be the foundation of setting systematic principal technology leadership profession development content. The main findings are listed as follows: 1. Elementary school principals’ technology leadership knowledge and abilities should contain the following aspects: “creating vision and plan, “administrative planning, instructional leadership and assessment”, “professional development and demonstration”, “promotion of work efficiency”, and “support, management and operations”. 2. The current status-quo of technology leadership knowledge and abilities of the elementary school principals indicates that support, management and operations perform better than others but administrative operation, instructional leadership and assessment are not good enough. 3. In the aspect of technology leadership professional development, the demand of “school development strategies and plan”, “instructional leadership”, “administrative management and decision”, and “intellectual property rights and knowledge of internet security” are higher than the others. 4. The elementary school principals suggest that the Pre-service Training Program should contain the following technology leadership-related courses: “data collection and analysis”, “application of information technology to proceed knowledge management”, “abilities to make use of PowerPoint”, and “investigation of the application and the possibilities of applying information technology to instruction in diverse areas. 5. Elementary school principals with the lower technology leadership knowledge and abilities have difficulty in technology leadership implement because of the principal himself (including insufficient technological consciousness, professional background and limited time)and the school itself(including the shared value and attitude, insufficient equipment, the limited resource). 6. The higher technology leadership knowledge and abilities elementary school principals face two kinds of dilemma, one is from the school itself(including whether teachers can get the best timing of using technology, what kind of information vision the compulsory education should set), the other is from outside of school(including the indicators are not set up yet, there are not enough professional people to support the integration of technology into the curriculum). According to the conclusions mentioned above, several suggestions are proposed as follows: 1. To provide the research results of information technology for the colleagues as well as the development of the school vision and goals 2. Establish and fulfill school internal evaluation mechanism of information technology education to ensure the quality of administration and instruction. 3. Design school practical application-based curriculum to reinforce principals’ technology leadership capabilities. 4. Build up principal technology leadership professional training institutes responsible for designing the in-service education courses. 5. Actively build up indices for principals’ technology leadership based on the relevant pragmatic research results. 6. Set up consulting teams for principals’ technology leadership, and construct supporting and consulting systems of technology leadership.