| Summary: | 碩士 === 國立新竹教育大學 === 人資處教育行政碩士專班 === 99 === Abstract
The purpose of the study is to explore the relationship among principal balanced leadership, teacher’s professional development and school effectiveness of Elementary Schools in Tao-yuan, Hsin-chu and Miao-Li Counties as well as Hsin-chu City. First, we discuss the current status of elementary school teachers’ perception on principal balanced leadership, teacher’s professional development and school effectiveness. Then, by comparing with the different independent variables of teachers' personal background, we discover the differences in the dependent variables, principal balanced leadership, teacher’s professional development and school effectiveness. At last, we analyze what the correlation between the two variables is, and how principal balanced leadership and teacher’s professional development can influence school effectiveness.
Through analyzing the theories on the study of principal balanced leadership, teacher’s professional development and school effectiveness, we adopted the method of questionnaire survey. We applied the purposive sampling to select the samples of 672 teachers from 115 public elementary schools in Tao-yuan, Hsin-chu and Miao-Li Counties as well as Hsin-chu City. Actually, 651 questionnaires were valid. The topics of the research were “The Questionnaire coverd Principal Balanced Leadership, Teacher’s professional development and School Effectiveness.” Data were analyzed by descriptive statistic, Pearson’s correlation analysis, t-test, one way ANOVA, canonical correlation and stepwise multiple regression analysis.
What we discovered from the study was listed as the follows：
I. The current status of elementary school teachers’ perception for principal balanced leadership, teacher’s professional development, and school effectiveness was all rated at middle high level .
II. Teachers’ perception for principal balanced leadership was significantly different as teachers have different personal background variables of the gender, the years of service, and the duty in the school.
III. Teachers’ perception for teacher’s professional development was significantly different as teachers were in different personal background variables of the gender, the years of service, and the duty in the school.
IV. Teachers’ perception for school effectiveness was significantly different as teachers were in different personal background variables of the gender, the years of service, and the duty in the school.
V.There is a distinctive canonical correlation among elementary school principal balanced leadership, teacher’s professional development, and school effectiveness.
VI. Principal balanced leadership and teacher’s professional development influenced school effectiveness significantly.
According to the research results, the suggestions were made for education administration authority, elementary school principals, teachers, and will, hopefully provides references for future studies .
Key Words: principal balanced leadership, school effectiveness ,
teacher’s professional development
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