A study of distributed leadership, teacher’s collegiality and student’s learning achievement in elementary schools

• Main Authors: Chien-Lin Ho, 何建霖
• Other Authors: 林明地
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/17135187568633463362

碩士 === 國立中正大學 === 教育學研究所 === 97 === A study of distributed leadership, teacher’s collegiality and student’s learning achievement in elementary schools Abstract The main purpose of this study were, firstly, to figure out the condition of distributed leadership, teacher’s collegiality and student’s learning achievement in elementary schools and secondly, to compare the difference between distributed leadership , teacher’s collegiality and student’s learning achievement with different teachers’ backgrounds and school environmental variables, and finally, to explore the relationship between distributed leadership , teacher’s collegiality and student’s learning achievement. Survey research was conducted in this study. “A Questionnaire of Elementary School distributed Leadership, teacher’s collegiality and student’s learning performance. ”was used to survey 827 elementary school teachers from Taichung City, Taichung County, Changhua County, and Nantou County. There are 531 valid samples were collected, and the rate of valid samples was 64.21%.Data from the questionnaire was statistically analyzed by Mean,Standard Deviation, t-test, ANOVA, Pearson’s Product-moment Correlation. The conclusions of this study were synthesized as followed: 1. Elementary school teachers’ perception of distributed leadership was above average, and “school culture” was highest, and ‘’leadership practice’’ was lowest. 2. Significant differences were found partly in the elementary school teachers’ perception of distributed leadership, given the consideration of teachers’ demographic variations:sex, qualification, service duration, and administrative duties. 3. Elementary school teachers’ perception of distributed leadership differs from one another, given the consideration of different school scale. 4. Elementary school teachers’ perception of teacher’s collegiality was above average, and“ teaching practice and the activity” was highest, and “teachingcooperation” was lowest. 5. Significant differences were found partly in the elementary school teachers’ perception of teacher’s collegiality. 6. Elementary school teachers’ perception of teacher’s collegiality differs from one another, given the consideration of different school scale. 7. Elementary school teachers’ perception of student’s learning performance was above average, and “student manner and the behavior” was highest, and “student studies performance” was lowest. 8. Significant differences were found partly in the elementary school teachers’ perception of student’s learning performance, given the consideration of teachers’ demographic variations: sex, qualification, service duration, and administrative duties. 9. Elementary school teachers’ perception of student’s learning performance differs from one another, given the consideration of different school scale. 10. There were positive correlations between every subpart of elementary school teachers’ perception of distributed leadership ,teacher’s collegiality ,and student’s learning achievement. 11. Transformational school leadership had direct influence on the subdimensions of group decision making, and also brought into impact on group cohesiveness and group satisfaction through the mediation of group communication. Finally, based on those findings, the study suggests some implications of administrative authorities, elementary school principals, teachers, and further studies as well. Keywords: distributed leadership,teacher’s collegiality,student’s learning achievement