| Summary: | 博士 === 國立彰化師範大學 === 工業教育與技術學系 === 104 === The purpose of this research is to investigate the current status of principal’s leadership, teacher’s leadership, teacher's self-efficacy and school effectiveness in technical high schools, the relation among these four variables, and how principal leadership, teacher leadership and teacher's self-efficacy affects the school effectiveness. Based on this, the school development strategies are hopefully presented.
This research is grounded on the pre-requisite that both principal and teacher plays a main role in school development. This research takes questionnaire as the tool to collect the perception of teacher on these four variables. Four close-end questionnaires were delivered to teachers in south, middle, north and east areas as well as small islands of Taiwan. 867 effective questionnaires were collected and analyzed. It was found that in teachers' mind, principal’s leadership, teacher’s leadership, teacher's self-efficacy and school effectiveness are good and high. These four variables have middle correlation to each other. The perception of teachers on these four variables are somehow affected by their background such as gender, age, years of service, years of teaching experience, job title, school location and school type.
Finally, this research constructs a theoretical model using these four variables -- principal leadership, teacher leadership, teacher's self-efficacy and school effectiveness. It was found that the theoretical model can explain the casual effect of these four variables. From the path analysis, it was found that school effectiveness indeed directly affected by principal leadership, teacher leadership, teacher's self-efficacy. Principal leadership indeed directly affects teacher leadership, teacher's self-efficacy and school effectiveness. Similarly, teacher leadership affects teacher's self-efficacy and then school effectiveness. In brief, both principal leadership and teacher leadership really has a direct effect on school effectiveness. Basing on these findings, some suggestions to school development strategies are presented.
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