A Study on the Relationship among Principals’ Curriculum Leadership, Teachers’ Professinoal Commitment, and Teachers’ Teaching Effectiveness in Comprehensive High Schools

• Main Authors: Yang Hao-Sen, 楊豪森
• Other Authors: Hsiao Hsi-Chi
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/90448549821076521380

博士 === 國立彰化師範大學 === 工業教育與技術學系 === 96 === The purpose of this research was to explore the relationship among principals’ curriculum leadership, teachers’ professional commitment and teachers’ teaching effectiveness in comprehensive high schools. The research included the difference analysis, correlation analysis, regression analysis and structural equation modeling (SEM). By gathering research findings and summing up conclusions, this research presented related suggestions to be references for administrative authorities, comprehensive high school principals, and researches in the future. The first step of this study was gathering and investigating related articles to form the foundation of this research. Through in-depth interviews researcher realized the viewpoints of practitioners in schools, and a questionnaire was formed for the teachers of comprehensive high school. The acquired data was analyzed by using SPSS and Amos with statistical methods of frequency distribution, percentage, mean, standard deviation, independent sample t-test, one factor analysis of variance (ANOVA), Pearson correlation analysis, multiple stepwise regression analysis, and SEM, etc. According to the analytical results, we can conclude that: 1.The overall performances of principals’ curriculum leadership, teachers’ professional commitment and teachers’ teaching effectiveness were good. 2.The effects of different principals’ gender, academic degree, seniority, and schools’ types, location, and scales on principals’ curriculum leadership were statistically significant. 3.The effects of different teachers’ age and duty on teachers’ perceptions of principals’ curriculum leadership were statistically significant. 4.The effects of different schools’ kind, scales, and teachers’ age, duty, family structure on teachers’ professional commitment were statistically significant. 5.The effects of different schools’ type and teachers’ duty on teachers’ teaching effectiveness were statistically significant. 6.The correlation among principals’ curriculum leadership, teachers’ professional commitment and teachers’ teaching effectiveness were between medium and high positive. 7.Principals’ curriculum leadership and teachers’ professional commitment could effectively predict teachers’ teaching effectiveness. 8.The relationships of SEM among principals’ curriculum leadership, teachers’ professional commitment and teachers’ teaching effectiveness were demonstrated to be positive structural relationships.