A Study of the Relationship among the Principals’ Servant Leadership, Teachers’ Instructional Innovation, and School Effectiveness in Kaohsiung Junior High Schools

• Main Author: 黃麗萍
• Other Authors: 鄭彩鳳
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/08662063986064131941

碩士 === 國立高雄師範大學 === 教育學系 === 103 === A Study of the Relationship among the Principals’ Servant Leadership, Teachers’ Instructional Innovation, and School Effectiveness in Kaohsiung Junior High Schools Abstract This study aims to investigate the relationship among the principals’ servant leadership, the teachers’ instructional innovation and the school effectiveness of Kaohsiung junior high schools. The differences of the background variables on the servant leadership in the principals, teachers, and school effectiveness are presented and thus the effects of the principals’ servant leadership, nstructional innovation and school teachers on the school performance were examined. By doing so, the executive performance on the principals’ servant leadership, and the instructional innovation of the school teachers were analyzed. Based on the data analysis, the major findings of this study are summarized as follows: 1. The state of junior high school teachers for the principals’ servant leadership was above average. The perceptions of “prospection vision” were higher. The perception of “rational persuasion” was the lowest. 2. The state of junior high school teachers for the teachers’ instructional innovation was above average. The perception of “classroom management” was the highest. The perception of “teaching methods and assessment” was the lowest. 3. The state of junior high school teachers for the teachers’ effectiveness was above average. The perception of “teaching effectiveness” was the highest. The perception of “student performance” was the lowest. 4. Teachers who were male, the school size were below 12 classes, male principal had higher perceptions of the principals’ servant leadership. 5.Teachers who were concurrent section chief, male principal had higher perceptions of the teachers’ instructional innovation. 6. Teachers who were male, the seniority of 11-15 years, teacher concurrent directors or section chief,a large school over 49 classes , male principal had higher perceptions of the school effectiveness. 7. The higher degree of the school teachers’ instructional innovation toward the principals’ servant leadership. 8. If principals’ servant leadership was more positive, the school effectiveness would be better. 9. The higher participation of the teachers’ instructional innovation, the better of the school effectiveness. 10.If ” listening and understanding”, “prospection vision” of principals’ servant leadership and “teaching methods and assessment”of teachers’ instructional innovation was better, it would affect school effectiveness more. 11. Principals’ servant leadership and teachers’ instructional innovation had significant predictability of school effectiveness, and “teaching methods and assessment” could predict school effectiveness most.