The Study of the Relationship between the Teachers’ Instructional Leadership and Students’ Learning Satisfaction in Social Studies of Elementary School

• Main Authors: Su-fen Cheng, 鄭素芬
• Other Authors: Tsung-li Wu
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/96755223028649477190

碩士 === 國立屏東教育大學 === 社會科教育學系碩士班 === 98 === The current research aimed to explore the relationship between teachers’ instructional leadership and students’ learning satisfaction in social studies of elementary school, as well as investigate the conscious difference of this relationship in students with different demographic variables (gender, age, area, and school type). Furthermore, it also discussed the subtle relationship between teachers’ instructional leadership and students’ learning satisfaction. The Questionnaire, “Teachers’ Instructional Leadership and Students’ Learning Satisfaction in Social Studies of Elementary School,” was adopted as the research instrument. 786 elementary school students in fourth and sixth grade from Pingtong county had completed the questionnaire. Statistical paradigms such as descriptive statistics, T-test, one-way analysis of variance (ANOVA), product-moment correlation, stepwise regression, and the regression analysis in multiple steps were observed to yield major findings as what follow: 1. The students had consciousness of the teacher''s teaching leadership in social studies, and the consciousness score of “development teaching goal” aspect was the highest, but the lowest one was the aspect “using the teaching.” 2. The students had the well learning satisfaction of the social studies, in the all factors of the learning satisfaction the “study result” was the highest one and the “learning environment” is the lowest. 3. The female students in grade 3 and 4, as well as the ones in the small school of the villages and towns area, had the more consciousness of the “teacher''s teaching leadership.” 4. The students had more consciousness of the “teacher''s teaching leadership” to female and subject teacher in social studies. 5. The female students in grade 3 and 4 had more “learning satisfaction” in social studies, in particular for the female and homeroom teachers. 6. In “the learning environment” aspect, the students in towns and urban district were with more satisfaction than remote districts. 7. The teachers placed more importance on self instruction leadership, the more learning satisfaction the students could took. 8. In social studies of elementary school, the teacher''s teaching leadership could effectively predict students’ learning satisfaction, especially the aspect of “the promotion teaching strategy”. Finally, all the conclusions above proposed by the author as reference for schools, educational authorities, and future researchers.