| Summary: | 博士 === 國立臺北教育大學 === 教育經營與管理學系 === 107 === The purpose to investigate the present status and relationship between the principals positive leadership, teacher professional competencies and school innovation effectiveness in senior high schools and to analyze the effects on principal positive leadership, teacher professional competencies and school innovation effectiveness by different background variables. Finally, it assesses the proper fit of the structural equation model among principal positive leadership, teacher professional competencies and school innovation effectiveness in senior high schools.
To achieve the purposes, this study adopts a questionnaire survey. " The investigative questionnaire of relationships among principal positive leadership, teacher professional competencies and school innovation effectiveness in senior high schools" is the main tool in use. The samples were 2,610 teachers selected from 256 senior high schools in Taiwan, and 2,256 of the distributed copies were returned as valid. The return rate was 86.43%. A series of statistical methods such as descriptive statistics, multiple regression, Pearson product-moment correlation, stepwise multiple regression analysis and structural equation model are conducted to analyze the data collected. The conclusions of this study are as follows:
1.Senior high schools principal have above medium-performance on their
enriching positive leadership practice in overall aspects and various
aspects, especially scored highest in "Leading positive thinking", but
lowest in "Establish communication and mutual trust".
2.Senior high schools teachers have above medium-performance on their
enriching professional competencies in overall aspects and various aspects,
especially scored highest in "Professional knowledge and abilities", but
lowest in "Professional practice".
3.Senior high schools have above medium-performance on school innovative
effectiveness in overall aspects and various aspects, especially scored
highest in "Innovative effectiveness of students performance", but lowest in
"Innovative effectiveness of course and instruction".
4.Educators’ perception of principal positive leadership does cause
significant differences by different background variables（position and
school location）.
5.Educators’ perception of teacher professional competencies does cause
significant differences by different background variables（gender, academic,
service period, school property）.
6.Educators’ perception of schools Innovation effectiveness does cause
significant differences by different background variables（gender, academic
degrees, service period, position, school property, type of school, school
size and school location）.
7.There is a significant positive correlation among principal positive
leadership, teacher professional competencies and schools innovation
effectiveness.
8.Schools innovation effectiveness in overall aspects and various aspects can
be predicted by principal positive leadership and teacher professional
competencies in overall aspects and various aspects.
9.The proper fit of structural equation model among principal positive
leadership, teacher professional competencies and schools innovative
effectiveness is assessed as positive and can explain the relationships
among main variables.
10.There is significant direct effect on teachers professional competencies in
terms of principal positive leadership；There is significant direct effect on
school innovative effectiveness in terms of teacher professional
competencies；Teacher professional competencies has patial mediating effect
on the relationship between principal positive leadership and School
innovation effectiveness.
According to the conclusions, some suggestions are provided as references for Department of Education, Principal in Senior high schools and Senior high schools teacher and future follow-up study.
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