A Study of Change Leadership and School Effectiveness of Elementary School Principals in Yunlin

• Main Authors: Kuo-Cheng Wu, 吳國誠
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/71364708084724560768

碩士 === 國立中正大學 === 教育學研究所 === 98 === This research aims to explore current perceived status of principals＇change leadership and school effectiveness in elementary schools in Yunlin. By comparing the factors of personal background and school environment, this research tries to understand the predictive power of principals’ change leadership to school effectiveness to make some suggestions for school leaders and researchers. This research surveyed educational professionals in Yunlin’s public and private elementary schools by sampling with “Questionnaire for Principals＇Change Leadership and School Effectiveness in Elementary Schools in Yunlin.” The total samples were 700 and we received 550 valid questionnaires. Therefore, the rate of response is 78.57%. Analysis methods included descriptive statistics, t-test, one-way ANOVA, product-moment correlation, and stepwise multiple regression. Main conclusions of this research are as follows: 1.The overall performances in change leadership of elementary school principals in Yunlin are perceived above average. “Building Crisis Consciousness” earned the highest score in perception, and “Developing School Culture” received the lowest score. 2.The overall performances in school efficiency of elementary school principals are perceived above average. “School Facilities” had the highest score in perception, and “Learning Performance of Students ” received the lowest score. 3.There are no significant differences in the variance of gender, degree of education, seniority of service, position of educational personnel and school region and school scale with regard to the perceived change leadership. However, there are significant differences between different school regions and school scales. For example, schools located in remote regions have higher perception scores than those in ordinary regions in the change leadership. As for school scales, schools with less than 6 classes and more than 25 classes had higher scores than those schools with 7-12 classes. 4.There are no significant differences in the variance of gender, degree of education, seniority of service, position of educational personnel and school region and school scale with regard to the perceived school effectiveness. However, regarding school region, urban regions had higher scores than ordinary and remote regions in supporting schools by the parents. As for the school scale, below 6 classes and above 25 classes had higher administrative performance scores. As for the learning performances of students, schools with 13-24 classes and above 25 classes had higher scores than those below 6 classes. Schools with more than 25 classes had higher score in the support of parents. 5.The change leadership and school effectiveness of elementary school principals in Yunlin are positively relative. 6.The change leadership of elementary schools principals in Yunlin has predictive power to school effectiveness. In the end, based on these conclusions, this research provides some recommendations for educational institutions, principals of elementary schools and future research.