A Study on the Relationship among Principals’ Instructional Leadership, Teachers’ Professional Growth and School Effectiveness of Elementary and Junior High Schools in Matsu Area

• Main Author: 曹玉福
• Other Authors: 林國楨
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/79000801935266792475

碩士 === 國立彰化師範大學 === 教育研究所 === 95 === This study aimed to investigate the relationship among principals’ instructional leadership, teachers’ professional growth and school effectiveness of elementary and junior high schools in Matsu Area. First, we were to acknowledge the current status of the three subjects. Second, we were to probe the different perceptions existing in the teachers with different background variables about the three subjects. Third , we were to analyze the relationship among them. In addition, based on the findings, several suggestions were made for the concerned authorities, the principals of elementary and junior high schools and respective researchers. This study was proceeding with survey. A census was selected including all of the 151 teachers from all elementary and junior high schools in Matsu Area, and 121 teachers, 80% of the sampling were considered valid. The descriptive statistics analysis and Pearson Correlation were used to analyze the data. Some conclusions are summarized as follows: 1. The teachers of junior high and elementary schools perceived an upper level on “principals’ instructional leadership” and the average was 3.63. 2. The teachers of the schools have different perceptions on “ principals’ instructional leadership” in terms of different demographic variables. 3.The teachers of the schools also perceived an upper level on “teachers’ professional growth”, and the average was 3.67. 4. The teachers of the schools have different perceptions on “teachers’ professional growth” in terms of different demographic variables. 5.The teachers of the schools also perceived an upper level on “ school effectiveness”, and the average was 3.67. 6. The teachers of the schools have different perceptions on “school effectiveness” in terms of different demographic variables. 7. There were positive and strongly significant correlations among all dimensions of principals’ instructional leadership and teachers’ professional growth . 8. There were positive and strongly significant correlations among all dimensions of principals’ instructional leadership and school effectiveness. 9. There were positive and strongly significant correlations among all dimensions of teachers’ professional growth and school effectiveness.