| Summary: | 博士 === 國立屏東大學 === 教育行政研究所 === 105 === The study aims to understand the education ideals of newly appointed principals of national elementary schools, to analyze the leadership behaviors of newly appointed principals, and to explore the leadership performance of newly appointed principals and the difficulties they encounter in order to clarify the positive and negative causes behind their leadership. Finally, the paper establishes a contextual structure for the leadership behaviors of newly appointed principals of national elementary schools and their causes. In order to achieve the above goals, the paper mainly uses the way of interviewing to collect textual information. After that, the paper rearranges the transcripts of the interviews. Employing grounded theory methodology, the paper carries out coding and data analysis. In the aspect of contents, the paper firstly explores the meaning of leadership of principals, their causes and development of the related theories. After that, the paper analyzes the existing research results relating to leadership of newly appointed principals of national elementary schools, and takes the analysis as the primary concept of this study. After carrying out the first stage of grounded theory interviews and data analysis, the paper intends to achieve theoretical saturation and hence subsequently carries out the second stage and third stage of interviews and data analysis.
After making literature review and analysis of the interview results, the paper draws eight conclusions as follows:
1. The educational philosophy of newly appointed principals of national elementary schools is that they always give priority to the benefits of students.
2. Newly appointed principals endeavor to extend or develop innovative school characteristics.
3. For leadership behaviors of newly appointed principals, they put greatest emphasis on innovation, and teacher professionalism next.
4. Newly appointed principals appear to have good performance and adaptability in public relations and administration of school affairs.
5. The leadership performance of newly appointed principals includes comprehensive development of students’ talents, boosting of teachers’ morale, and solving existing school crises.
6. The positive causes of newly appointed principals’ leadership are setting a good example with their own conducts, frequent advocating of great concern and personal administrative experience in the past.
7. The difficulties that newly appointed principals encounter in their leadership are the frustration of fewer children, no absolute influence, high workload due to increased number of projects, and insufficient resources.
8. The negative causes of newly appointed principals’ leadership are passive attitude of teachers, parents’ stereotypical impression on schools, and geographical environment of the community.
Finally, according to the conclusions drawn, the paper gives suggestions to newly appointed principals of national elementary schools, administration staff of education, those who are determined to act as principals of national elementary schools in future, and subsequent studies.
Keywords: newly appointed principals, leadership behaviors of principals, grounded theory
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