SEARCHING FOR THE PICTURE OF EXCELLENT PRINCIPALS’ LEADERSHIP

• Main Authors: CHEN, YI-YING, 陳憶瀅
• Other Authors: 林思伶
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/06584833560060516668

碩士 === 輔仁大學 === 教育領導與發展研究所 === 96 === Principals are like pilots for schools. They are responsible for setting the directions for schools. Therefore, principals are important for school development. The purpose of this study was to explore the beliefs and behavioral characteristics of excellent principals in order to provide examples and guidance for school principals to learn from. Ten excellent principals from elementary and secondary schools were interviewed using the semi-structured interview protocols designed by the researcher. The ten interviewees were selected from those who were awarded the Leadership Excellence Awards of the Ministry of Education from 2004 to 2007. In addition, eight colleagues of these principals were also interviewed. The interview transcripts were analyzed using keyword analysis and the following conclusions were drawn from the result: First: The leadership beliefs of excellent principals: (1)Excellent principals regard students as the subject of education. They put the benefits of students above everything else. (2)Excellent principals enjoy their jobs in the field of education. They fulfill themselves through their jobs. Second: The characteristics of leadership behaviors of the excellent principals: (1) Excellent principals listen to the members of the school. They are empathetic. They have insights in problem solving. They can think from the perspectives of teachers. (2) Excellent principals have systematic thinking and clear ways of communication. They convince through persuasion. They let the colleagues accept the visions of the principals without forcing. (3) When excellent principals manage school affairs, they communicate their visions and ideas with teachers, so the school affairs would be managed more smoothly. (4) Excellent principals possess a sense of accountability for task completion and fault responsibility. They set examples by themselves. They are sincere, integrate, and diligent. They devote themselves in serving the organization. (5) Excellent principals respect the professionalism of teachers under the principles of education and learning. They care for their colleagues. They serve their school members. (6) Excellent principals are highly personal mastery. They pursue learning continuously. They encourage team learning and professional development among teachers. They lead the school members to grow together and let the members find achievement and self-fulfillment through working. (7) When excellent principals build a team, they assign tasks according to every person’s ability. They use professional dialoguing to establish communities and help the organization adhere better. (8) Excellent principals embrace diversity and accept different opinions. They encourage instead of admonish. They provide guidance to solicit correct behaviors. (9) Excellent principals think positively and rationally. (10) Excellent principals are able to use different leadership styles under different school settings. In smaller schools, they lead in a family style that is warm and intimate. In larger schools, they rely on established systems and regulations. (11) Excellent principals modify their leadership behaviors according to different cultural factors. (12) Excellent principals integrate business management models into education. Third: Problems that the excellent principals encountered during the leadership process: During the leadership process, the excellent principals have encountered the following problems: Some teachers were not following the administration rules. Some teachers were not interested in professional development. In addition, it has always been difficult to lay off incompetent teachers. In the end, the researcher made the following suggestions: (1) The authority of educational administration should modify the teacher’s employment right provided by the Education Basic Law. The procedure to lay off incompetent teachers should be included in the law. (2) The rating standards for Excellent Principals Awards Principals should include opinions of school members. (3) Future studies could use questionnaires to establish the behavioral criterions for leadership excellence.