A Study on the Relationships among the Elementary School Principals’ Beliefs on Disdavantaged Education, Advocacy Leadership and Their Practice of School Vision

• Main Authors: Chen, Yi-Jung, 陳意榕
• Other Authors: 鄭勝耀
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/49030642134083750394

博士 === 國立中正大學 === 教育學研究所 === 103 === A Study on the Relationships among the Elementary School Principals’ Beliefs on Disdavantaged Education, Advocacy Leadership and Their Practice of School Vision Abstract The study aimed to explore the relationships among the elementary school principals’ beliefs on disadvantaged education, advocacy leadership, and their practice of school vision. First of all, the researcher collected related literature. Then, she attempted to reorganize the discourse of Shields (2013) and Theoharis (2009), and used them as the basic research structure of the study. The study adopts the survey method with the administrating of the questionnaires (Cronbach's alpha is .838, .923, .913 seperately) and the sample was drawn in two phases. 400 elementary school principals were selected as the research subject and statistics analysis was conducted immediately after the questionnaires were responded and sent back. After eliminating the invalid questionnaires, 294 copies of questionnaires are valid and the valid response rate of 73.5%. After collecting the questionnaires, the researcher employed the Descriptive Statistics, Independent-Sample T Test, ANOVA, SEM as the statistic methods to analyze the data. Finally, seven conclusions were made as follows. Firstly, the elmementary school principals’ perceptions of the Whole Dimension to the Elementary School Principals’ Beliefs on Disadvantaged Education was above the inmediate level. Among all, their perceptions on the sub-dimension of Global Awaress was the highest, the perceptions on conscientization hit the lowest. Secondly, The elementary school principals’ perceptions of the Advocacy Leadership as a whole reached the highest at the sub- dimension of Authentic Leadership and that of Political Leadership. Contrarily, their perceptions of the sub-dimension of Democratic Leadership and Leadership in Action were relatively lower than the former. Thirdly, the elementary school principals’ perceptions of the Practice as a whole reached the highest at the sub- dimension of Foster the abilities for School Change. In comparison, their perceptions of the sub-dimension of Sustaining the Motivation for School Change and Improve Students’ Achievements were relatively lower than the former. Fourthly, the elementary school principals’ perceptions of the Whole Dimension to the Practice of School Vision revealed significant differences because of their different original ethnic groups. Hakka group scored the highest among all. Fifthly, three dimensions are significantly related. Sixthly, the elementary school principals’ peceptions on taking different multiculture courses showed significant differences on the outcomes of the Whole Dimension to Advocacy Leadership. Seventhly, a good fit of SEM model existed among the elmementary school principals’ perceptions of the Elementary School Principals’ Beliefs on Disadvantaged Education, Advocacy Leadership and the Practice of School Vision was partially verified. Keywords: the elementary school principals, beliefs on disadvantaged education, the practice of school vision.