| Summary: | 碩士 === 國立高雄師範大學 === 成人教育研究所 === 96 === The purpose of the study is to explore the relationship among principal instructional leadership, teacher professional growth and school effectiveness of Junior High School in Pingtung County. First, we discuss the current status of junior high school teachers’ perception on principal instructional leadership, teacher professional growth and school effectiveness. Then, by comparing with the different independent variables of teachers' personal background, we discover the differences in the dependent variables, principal instructional leadership, teacher professional growth and school effectiveness. At last, we analyze what the correlation between the two variables is, and how principal instructional leadership and teacher professional growth can influence school effectiveness.
Through analyzing the theories on the study of principal instructional leadership, teacher professional growth and school effectiveness, we adopted the method of questionnaire survey. We applied the purposive sampling to select the samples of 595 teachers from 39 public junior high schools in Pingtung County. Actually, 575 questionnaires were valid. The tools of the research were “The Questionnaire of Principal Instructional Leadership,” “The Questionnaire of Teacher Professional Growth,” and “The Questionnaire of School Effectiveness.” Data were analyzed by descriptive statistic, Pearson’s correlation analysis, t-test, one way ANOVA, and stepwise multiple regression.
What we discovered from the study was listed as the follows:
I. The current status of junior high school teachers’ perception for principal instructional leadership, teacher professional growth, and school effectiveness was all rated at middle high level in Pingtung County.
II. Teachers’ perception for principal instructional leadership was significantly different as teachers were in different personal background variables of the age and the duty in the school.
III. Teachers’ perception for teacher professional growth was significantly different as teachers were in different personal background variables of the gender, the age, the years of service, the education background, and the location of the school.
IV. Teachers’ perception for school effectiveness was significantly different as teachers were in different personal background variables of the gender, the age, the duty in the school, the size of the school, and the location of the school.
V. Principal instructional leadership was positively related with teacher professional growth and school effectiveness while teacher professional growth was also positively related with school effectiveness.
VI. Principal instructional leadership and teacher professional growth influenced school effectiveness significantly. And the dimension “ developing the supporting
instructional environment” is the crucial factor.
According to the results of the study, we propose several suggestions:
I. For the education administration authority:
1. To frame the missions or the goals of principal instructional leadership for the principals, and the missions or the objectives will be the contents of school or principal evaluation.
2. To integrate the educational resources in order to promote the effectiveness for the disadvantage schools in the countryside or aboriginal areas.
II. For junior high school
1. To encourage the teachers to participate in the program “Teacher Professional Development Evaluation” which is conducted by Ministry of Education.
2. To build up an excellent teaching environment which can support teacher’s instruction, and it will promote student’s progress for learning.
III. For the further research
1. We may expand the research districts all around the Taiwan areas.
2. We may adopt another method like case study or interview.
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