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|Other Titles: ||A study of the Relevance Among High school Principal selection , Leadership Strategies and School Performance|
|Issue Date: ||2010-12-03
本研究除了以台灣地區高中職校長、教務主任為母群體，以分層抽樣方法，抽取101位高中職校長、主任為樣本，回收率72%，並施以「高中職校長遴選問卷」、「校長領導策略問卷」、「學校教育績效問卷」進行問卷調查，並以SPSS 12.0 for Windows統計軟體進行描述統計、t考驗、單因子變異數分析、典型相關分析、逐步多元迴歸分析等統計方法進行分析外；另也訪談四位四位高中職卓越領導校長，以瞭解其對校長遴選方式、領導策略與學校教育績效的看法，並綜合歸納其意見。
The main focus of this research is to investigate the current selection process ofprincipals, leadership strategy, and educational performance of senior high schools (both academic and vocational streams). It also investigates whether the current selection process of principals, leadership strategy, and educational performance are influenced by factors such as gender, age, current position, years as school directors, previous candidacy for principal positions, location of the school, size of the school, type of school, history of the school, and the entrance cut-off score of the Basic Competence Test for gradating junior high students as observed by principals and other school directors. Next, the correlation of the principal selection method and leadership strategy with the educational performance of the school as observed by principals and other school directors is studied. Last, we investigate the opinions by principals and other school directors on whether the principal selection methods and leadership strategies can be used to accurately predict the educational performance of the school.
The population for this research consists of senior high school principals and other school directors, applying stratified sampling in selecting 101 senior high school principals and other school directors for the “senior high school principal selection survey”, “principal leadership strategy survey”, and the “school educational performance survey”. The return rate for these surveys is 72%. SPSS 12.0 for Windows is used for descriptive statistics, t-tests, one factor analysis of variance, canonical correlation analysis, and stepwise multiple regression analysis.
Besides, four high school principals of the year were interviewed in this study and their views on principal selection, leadership strategies, school performance were integrated and analyzed.
The results of this research are as follows:
1. Survey questions regarding the principal selection method, leadership strategy, and school educational performance, reported above (or over) the average scores of 3. That is, principals and other school directors are in agreement with the principal selection method, leadership strategy, and school educational performance as described in each question.
2. Factors, such as gender, current position, and previous candidacy for principal positions have negligible effect on the selection of principals.
3. Principals have higher leadership strategy scores than other school directors. Principals and other school directors who had previous principal candidacy scored higher on the leadership strategy than ones who did not have previous principal candidacy. However, the principal’s leadership strategy does not differ based on the principal’s gender.
4. Principals observed higher scores for a school’s educational performance compared to ones who did not have previous principal candidacy. Yet, a school’s educational performance does not differ based on the principal’s gender.
5. Candidates who were principals or school directors for over 8 years scored higher on attitude, compared to ones below 3 years or between 4 and 7 years. Yet, this research found that the principal’s score on attitude does not differ based on age, location of the school, size of the school, type of school, history of the school, and the entrance cut-off score of the Basic Competence Test for gradating junior high students.
6. The principal’s leadership strategy does not differ based on the principal’s age, years as a principal or school director, location of the school, size of the school, type of school, history of the school, and the entrance cut-off score of the Basic Competence Test for gradating junior high students.
7. Schools with different the entrance cut-off scores of the Basic Competence Test for gradating junior high students have obvious differences in a school’s educational result. As well, in this research, we found that a school’s educational performance does not differ based on the age of the principal, years as principal or school director, location of the school, size of the school, type of school, and history of the school.
8. There is strong correlation between a principal’s leadership strategy and a school’s educational performance. Transformational leadership, charismatic leadership, instructional leadership, transactional leadership, and professional growth leadership are more related to a student’s guidance, a student’s academic performance, school environment, school’s characteristics, community relationship, and an atmosphere for growing up.
9. A principal’s leadership strategy can be effectively used for foreseeing educational performance.
10. Based on four interviews with principals. A successful principal needs to be able to flexibly apply transformational leadership, instructional leadership, curriculum leadership, social leadership, and moral leadership in managing a school, and to be accepting as well as willing to face problems and be determined to solve them.
Based on the results of this research, we provided suggestions for schools and their administrators above, along with potential areas of research.
|Appears in Collections:||[教育研究所] 博碩士論文|
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