| Summary: | 碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 106 === The purposes of this study are to understand the current status, differences, and relationships of principals’ instructional leadership and teahcers’ professional development at elementary schools in Penghu County, Based on literature review, two questionnaires were developed and administered to 409 elementary school teachers for their perception on principals’ instructional leadership and teachers’ professional development. Data were analyzed through t-test, one-way analysis of variance, Pearson product correlation analysis, and regression analysis. The main findings are as follows:
1.The elementary school principals’ instructional leadership was generally good in Penghu County.
2.The teachers’ gender, job position, participation in professional learning communities had no significant influence on their principals’ instructional leadership.
3.The teachers’ ages, years of teaching, educational backgrounds had a significant influence on their principals’ instructional leadership.
4.The principals’ instructional leadership differed among schools in different locations and sizes.
5.The elementary school teachers’ professional development was generally good in Penghu County.
6.The teachers’ backgrounds had no significant influence on their professional development.
7.There were a slightly positive correlation between the principals’ instructional leadership and the teachers’ professional development
8.The principals’ instructional leadership could predict teachers’ professional development in their schools, with the predictive power of approximately 13%.
Finally, based on these findings, this study offers some suggestions of principal instructional leadership and teacher professional development to governments, principals, and teachers. Recommendations for future research are also provided.
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