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題名:國民小學候用校長行政領導信念與效能感發展歷程─培訓成效及影響因素之分析
作者:林和春 引用關係
作者(外文):Lin Ho-Chun
校院名稱:國立臺北教育大學
系所名稱:教育政策與管理研究所
指導教授:吳明清
學位類別:博士
出版日期:2007
主題關鍵詞:國民小學候用校長校長培訓行政領導信念行政領導效能感elementary school prospective principalstraining program for principalshipbelief of administrative leadershipefficacy of administrative leadership
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國民小學候用校長行政領導信念與效能感發展歷程
─培訓成效及影響因素之分析
摘 要
本研究係以桃園縣九十四學年度國民小學校長甄試所錄取之候用校長15位為研究對象,首先透過文獻探討建立國民小學校長行政領導信念與效能感的概念架構,再透過內容分析、調查問卷、檢核表與半結構性之個別訪談等方法,於候用校長培訓過程中各階段蒐集相關資料,進行綜合分析,以瞭解培訓過程之各項課程與活動對候用校長行政領導信念與效能感發展之影響,並據以提出主要研究發現、結論與建議。
本研究之主要結論如下:
一、國民小學校長所應具備之行政領導信念與效能感各含有多元的向度。
二、國民小學校長行政領導信念發展之影響因素,以個人背景、培訓課程與任職學校環境
為主。
三、國民小學校長行政領導效能感發展之影響因素,以精熟經驗、楷模學習、言語說服、
他人評價與身心狀況為主。
四、校長培訓過程各階段對候用校長行政領導信念與效能感發展之影響,端視培訓課程性
質與活動內容而定。
五、培訓過程各階段對候用校長行政領導信念與效能感發展之影響方式不同。
六、候用校長培訓對行政領導信念與效能感之發展,各向度的影響作用有別。
七、初任校長就任一學期後之行政領導信念與效能感的改變與發展尚不明顯。
依據本研究的主要發現與結論,分別對教育行政主管機關、校長培訓機構、國民小學候用校長與後續研究提出具體建議。
Development of Belief and Efficacy of Principals on Administrative Leadership in Elementary Schools – An Analysis of Effects and Related Factors of a Training Program for Prospective Principals
Abstract
This study was to investigate the process of development of belief and efficacy on administrative leadership for prospective principals in elementary schools, and at the same time to audit effects and related factors of a training program designed especially for prospective principals.
Firstly, this researcher established a conceptual framework of belief and efficacy on administrative leadership by literature review. Then, using 15 qualified prospective principals as subjects, a training program for prospective principals initiated in the summer of year 2005 was analyzed. Research methods such as content analysis, questionnaire, checklist, and semi-structured individual interview were adopted to collect relevant data for analyzing and understanding the effects and related factors of this training program on prospective principals’ beliefs and efficacy on administrative leadership.
Based on Findings of this research, conclusions were synthesized and suggestions for educational practice, especially for training of principalship, and further study were provided.
Major conclusions of this research were as the followings:
I. The belief and efficacy of elementary school principals on administrative leadership each has its own multi-phased feature.
II. The influential factors affecting beliefs of administrative leadership for elementary school principals mainly come from varieties of individual backgrounds, training courses, and school environments.
III. The influential factors affecting efficacy of administrative leadership for elementary school principals mainly come from varieties of mastery experiences, model learning, verbal persuasion, others’ evaluation, and physiological and emotional status.
IV. The influence on prospective principals’ beliefs and efficacy of administrative leadership during the training stages depends mainly on contents of training curriculum and activity.
V. The mode of influence on prospective principals’ beliefs and efficacy of administrative leadership during the training stages is somewhat different.
VI. Effects of the training program on prospective principals’ beliefs and efficacy of administrative leadership are different in dimensions of administrative leadership.
VII. Changes in and development of beliefs and efficacy of administrative leadership after one-semester’s taking the charge of principalshihp are not clear yet.
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