A Study of Pingtung Junior High School Teachers’ Perception of Principals’ Roles and Fulfillment

• Main Author: 蔡松諺
• Other Authors: 鍾蔚起
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/35135147274606194441

碩士 === 國立高雄師範大學 === 教育學系 === 101 === The study aims to understand Pingtung junior high school teachers’ perception of principals’ roles and fulfillment. Based on different background variables, the distinction between teachers’ perception and principals’ fulfillment is also compared. Additionally, the relationship between teachers’ perception and principals’ fulfillment is examined. The participants are the teachers from thirty junior high schools in Pingtung. Also, a self-made questionnaire is used to survey the situation of teachers’ perception and principals’ fulfillment. A total of 850 copies are sent out, and 765 copies are in return. The valuable copies are 733. The successful rate is up to 86%. The data is analyzed by SPSS 12.0. Several statistic methods are conducted, including descriptive statistics, independent samples t-test, matched samples t-test, one-way ANOVAs, and Pearson product-moment correlation coefficient. The results are as follows: First, the teachers’ perception of principals’ role is high, and the administrators’ perceptions are the highest. Second, the teachers’ perception of principals’ fulfillment is medium high. Officials in charge of marketing public relation and professionals on education have the highest perception. Third, for junior high school teachers in Pingtung, the overall perception of principal’s roles is much higher than the degree of principals’ fulfillment. Fourth, the teachers—female, over 51, directors, regular areas—have higher perception of “administrator in school.” The teachers who graduate from regular universities, over 51, in charge of directors have higher perception of “manifestation of structural cultures.” The teachers as directors and working in the small school (12 classes fewer) have higher perception of “marketing public relations.” The teachers who are graduate or undergraduate, over 51, and work as directors have higher perception of “code of educational profession.” Fifth, the teachers graduating from regular universities, over 51, working as directors, whose schools are located in regular and remote areas, think that their principals are active administrators in school. The teachers graduating from regular universities, over 51, as directors, working for fewer than five years, whose schools are located in remote areas think that their principals are active leaders of curriculum teaching. The teachers who are over 51 think that their principals play an active role in manifestation of structural culture. The teachers working as directors, over 51, whose schools are medium size (over 25 classes) and located in remote areas think that their principals play an active role in the field of marketing public relations. The teachers graduating from regular universities, over 51, working as directors, whose schools are located in remote areas think that their principals play an active role in the field of educational profession. Sixth, there is correlation between junior high school teachers’ perception of principals’ roles and their perception of principals’ fulfillment. At last, according to the research results, relevant suggestions are provided as a reference for educational administrations, principals, and future research.