| Summary: | 博士 === 國立臺北教育大學 === 教育經營與管理學系 === 105 === This study explores the relationships between principals' leadership for learning and students' academic optimism at elementary school in New Taipei City. It also examines the extent of how principals' leadership for learning influences students academic optimism. It conducted through a questionnaire survey, which was distributed to elementary school teachers, including heads of department, section chiefs, homeroom teachers and subject teachers. A total of 1200 questionnaires were distributed, and 974 were returned. After removing 25 invalid responses, a total of 949 effective questionnaires remained, for a response rate of approximately 79%. The responses were evaluated through the descriptive statistics, t-test, one-way ANOVA analysis, Pearson product-moment correlation, and structural equation modeling via AMOS. The following conclusions were reached.
1. Principals' leadership for learning are at mid-level or above.
2. Students’ academic optimism is at mid-level or above.
3. Teachers of various genders and jobs have different perceptions towards their principals' leadership for learning, but their ages, years of service, and academic backgrounds do not lead to differences.
4. The size, age, location of the school, and principal's years of service, lead to different perceptions towards principals’ leadership for learning.
5. Teachers of different genders have different perceptions towards their students’ academic optimism, but their jobs, ages, years of service, and academic background do not lead to differences.
6. The size of the school and the principal's years of service lead to different perceptions towards students’ academic optimism, but the age and location of the school do not lead to differences.
7. There was significantly positive correlation between principals’ leadership for learning and students’ academic optimism.
8. Each of the facets of principals’ leadership for learning has different pathways and connections with students’ academic optimism, and thus has different levels of effectiveness. Learning vision had the greatest effect on principals’leadership for learning, followed by learning support, both of which had significant direct influence on principals’leadership for learning. Learning support had the greatest influence on professional learning, followed by teaching leadership and learning vision, all of which had significant direct influence on professional learning. On the whole, teaching leadership had the greatest influence on students’ academic optimism, followed by learning vision, learning support, and professional learning, all of which had significant direct influence on students’ academic optimism.
Based on these conclusions from this study, this study proposes suggestions for the practice and research, for the reference of the educational authorities and school principals.
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