Distributed Leadership and Effectiveness of Transformative High-Quality Program of Small Scale Elementary Schools in Yunlin County

• Main Authors: TSENG, SHANG-MIN, 曾尚民
• Other Authors: LIN, MING-DI
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/uk47zr

碩士 === 國立中正大學 === 教育學碩士在職專班 === 105 === The purpose of this study is to investigate “school distributed leadership” and effectiveness of Transformative High-Quality Program” of small scale elementary schools in Yunlin County. The study aims to analyze the perceptions of the educators in small scale elementary schools involved in the implementation of Transformative High-Quality Program, and explore differences among background variables, and analyze the relationship between these two variables. Finally, based on the results and conclusions, suggestions are offered for the authorities to promote effectiveness of Transformative High-Quality Program. The research was executed with a questionnaire survey and data were collected through the Questionnaire on “school distributed leadership” and “effectiveness of Transformative High-Quality Program” in Yunlin County. The subjects for this study were educators in 62 small scale elementary schools involved in Transformative High-Quality Program in Yunlin County. A total of 513 questionnaires were issued with 402 valid response received. After doing statistical analysis, such as descriptive-statistics, t-test, one-way ANOVA, Pearson product moment correlation and Stepwise Multiple Regression, conclusions were made. Following is the summary of the study: 1. The status quo of educators’ awareness of “school distributed leadership” is in the high-intermediate level. Furthermore, the awareness of “developing distinct organization and accountability” is the highest while “increasing member’s leadership capacity” is the lowest. 2. Educators’ awareness of “effectiveness of Transformative High-Quality Program” is in the high-intermediate level. Moreover, the awareness of “administration and management supporting teaching effectively” is the highest while “developing and enhancing students’ multiple abilities” is the lowest. 3. Educators who are in their age of forties and above, with 16-20 service years and more than 21 service years, principals, involved in the program, and evaluation for none, 2 and 3 times, have much higher perceptions of the status quo of whole “school distributed leadership”. 4. Educators who are in their age of forties and above, with 16-20 service years and more than 21 service years, principals, involved in the program, and evaluation for none, 2 and 3 times, have much higher perceptions of “effectiveness of Transformative High-Quality Program”. 5. There is a significant positive relationship between educators’ awareness of “school distributed leadership” and “effectiveness of Transformative High-Quality Program.” 6. In school distributed leadership, “developing distinct organization and accountability”, “increasing member’s leadership capacity” and “molding trusted campus culture” could significantly predicte the “effectiveness of Transformative High-Quality Program.” Besides, “developing distinct organization and accountability” is the most powerful predictor among other elements.