| Summary: | 碩士 === 國立新竹教育大學 === 教育學系碩士班 === 97 === Abstract
The purpose of this study was to realize the circumstance between instructional leadership of elementary principals in Taipei County and the school administering transformation, as well as to explore the different perceptions among elementary principals, representatives from administration and general teachers. Meanwhile, the relationship between instructional leadership of elementary principals and the school administering transformation was also an important reference for leaders and teachers to practice in the real context.
A questionnaire survey was adapted as the research method. The participants included 120 principals, 467 representatives of administration and 549 teachers, which were from 120 elementary schools in Taipei County. In order to analyze the data, One-way ANOVA, t-test, canonical correlation, and simple regression were used.
After discussing the analyzed data, some conclusions were presented as below.
1. The perceptions of principal instructional leadership among elementary school teachers are at mid-high level.
2. The perceptions of the school administering transformation among elemen- tary school teachers are at mid-high level.
3. The perceptions of principal instructional leadership among administering teachers and principals are not influenced by the fact of serving years and educational background. However, different age groups of teachers tend to consider differently about principal instructional leadership.
4. The perceptions of school administering transformation among elementary school principals and teachers are not influenced by their serving years and educational background, but perceptions among administering teachers are influenced by their gender and the size of schools.
5. The relationship between principal instructional leadership and adminis- tering transformation is very close. If one practices the leadership very well, the perception of school administering transformation would be at high level.
6. Promote teachers professional progress and develop supportive working environment are important for principal instructional leadership.
According to these findings, the researcher provided some possible suggestions and implications for educational institutions, elementary school principals and teachers, and further researches.
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