| Summary: | 碩士 === 國立新竹教育大學 === 教育研究所 === 102 === This study is to investigate the relationship between instructional leadership of compulsory education advisory group and the teachers’ teaching effectiveness of the elementary school in Taoyuan, Hsinchu and Miaoli areas.Qquestionnaire survey were employed. The subjects were school educators in public elementary schools in Taoyuan, Hsinchu and Miaoli areas. This study also used a self-edited “Questionnaire of Instructional Leadership of Compulsory Education Advisory Group and the Teachers’ Teaching Effectiveness of the Elementary School” as a survey tool.
606 copies of the questionnaire were distributed, 551 of them were retrieved, and 543 of them were valid questionnaire. After the retrieval of the questionnaire, this study analyzed the data by conducting descriptive statistics analyses, t test, one-way ANOVA, canonical correlation, and stepwise regression. All assumptions were investigated and validated. The research results are as follows:
1) The elementary school teachers in Taoyuan, Hsinchu and Miaoli areas have medium perception degree toward instructional leadership of compulsory education advisory group and teachers’ teaching effectiveness.
2) There is a significant difference among background variable perception toward instructional leadership of compulsory education advisory group in job for the elementary school teachers in Taoyuan, Hsinchu and Miaoli areas.
3) There is a significant difference among background variable perception toward teachers’ teaching effectiveness in age, job, education, school sizefor the elementary school teachers in Taoyuan, Hsinchu and Miaoli areas.
4) There is a significant positive correlation between instructional leadership of compulsory education advisory group and the teachers’ teaching effectiveness in Taoyuan, Hsinchu and Miaoli areas.
5) Among variables of instructional leadership of compulsory education advisory group in Taoyuan, Hsinchu and Miaoli areas, “Professional dialogue and Teaching Enhancement”, have predictive power toward teachers’ teaching effectiveness.
Lastly, this study proposes specific suggestion for administrative authorities, elementary schoolsand future researches to serve as references.
|
|---|
