The Study of the Relationships Among Learning Leadership,Learning Environment and Learning Outcomes in Junior High School

• Main Authors: WU,TANG-JUNG, 吳堂鐘
• Other Authors: CHEN,MU-JIN
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/39268604903570898501

博士 === 國立臺北教育大學 === 教育經營與管理學系 === 104 === The research aims to study the relationships among learning leadership, learning environment and learning outcomes in junior high school. A questionnaire was adopted as the methods to collect the data from 923 students in junior high school in New Taipai City for the study, and analyzed with descriptive statistics, T-test, one-way ANOVA, Pearson product-moment correlation, stepwise multiple regression and structural equation model. I. The primary conclusion of this study is as follows: 1. Students’ sense towards learning leadership, learning environment and learning outcomes all reached to high intermediate level of satisfaction. 2. As for learning leadership, Students sensed “Shaping a culture of learning” higher; however, have lower feeling towards “Emphasis on learning outcomes”. 3. As for strategies used on learning environment, students have stronger feeling on “teacher-student interaction”; have lower feeling on “classroom environment layout”. 4. On learning outcomes, students sensed “learning satisfaction” higher; however, have lower feeling towards “learning strategies”. 5. Comparing on gender, there has no difference in facets of “learning leadership”, “learning outcomes”, but in “learning environment” having difference; parts of their dimensions have differences. 6. Comparing on grade eight and nine, there has difference in facets of “learning leadership”, but in “learning environment”, “learning outcomes”, having no difference; parts of their dimensions have differences. 7. Comparing on whether remote areas, there has difference in facets of “learning leadership”, “learning environment”; but in “learning outcomes”, having no difference; parts of their dimensions have differences. 8. Comparing on whether accepting activation teaching, there has difference in facets of “learning leadership”, “learning environment” , “learning outcomes”; and having difference on there every dimension. 9. Comparing on accepting activation teaching subject, there has difference in facets of “learning leadership”, “learning environment” , “learning outcomes”; parts of their dimensions have differences. 10. Comparing on teaching methods, there has difference in facets of “learning leadership”, “learning environment” , “learning outcomes”; parts of their dimensions have differences. 11. Comparing on the number of school classes, there has difference in facets of “learning leadership”, “learning environment”; but in “learning outcomes”, having no difference; parts of their dimensions have differences. 12. The path relation among learning leadership, learning environment and learning outcomes are all supported. 13. The learning leadership has a positive and crucial impact on learning environment and learning outcomes. 14. Through learning environment, learning leadership has indirect effects on learning outcomes. II. Suggestion of the study: 1. The school should pay attention to learning outcome, to promote the efficacy of learning leadership. 2. The leaders of the school should encourage teachers to promote the efficacy of “teacher-student inactive”, then creating “good learning atmosphere”. 3. The leaders of school can use the strategies of learning leadership, and with the optimization methods of learning environment to promote learning outcomes. 4. Due to the Part-time administrative staff turnover frequent, Education authorities should put this issue into careful consideration. 5. Education authorities should take advantage of declining birthrate to reduce the class size, then enlarging event space. 6. It should be more suitable for promoting policy from point to line, and creating a feasible experimental mechanism. 7. Which teaching method fit for the subject of junior high school may be further study.