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題名:越南胡志明市國民小學校長教學領導行為之研究
作者:阮氏好
作者(外文):Nguyen Thi Hao
校院名稱:國立暨南國際大學
系所名稱:教育政策與行政學系
指導教授:楊振昇
學位類別:博士
出版日期:2014
主題關鍵詞:校長教學管理評估量表教學領導行為越南國民小學校長Principal Instructional Management Rating ScaleInstructional LeadershipVietnamese Elementary School Principals
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本研究的主要目的是探討越南胡志明市國民小學校長教學領導之行為。除了探討校長與教師之間對校長教學領導認知的差異外,並檢視學校規模、座落地點、校長基本的人口統計變項對校長自我認知其教學領導的影響;同時,也檢視教師基本的人口統計變項對教師認知之校長教學領導行為的影響;最後,也分析校長與教師對於增進校長教學領導的建議。
本研究使用量化與質化方法以回答七個研究問題。本研究從120 個小學進行抽取樣本:校長樣本以分層抽樣方法、教師樣本以系統抽樣方法選取。研究工具為Hallinger 發展的「校長教學管理評定量表」,此外,並另附上一開放性問題,以調查校長與教師對增進校長教學領導之意見。
本研究的主要結論如下:
(a)校長於教學領導之工作職能反應較高之層面如下:制定學校目標、提供教師誘因、統籌協調課程、提供學生學習誘因、溝通學校目標、以及督導與評鑑教學。
(b)教師對於校長教學領導工作職能反應較高之層面如下:制定學校目標、統籌協調課程、溝通學校目標、提供教師誘因、提升教師專業發展、以及提供學生學習誘因。
(c)學校規模較小的校長,在提供教師誘因與學生學習誘因層面較為積極。此外,整體而言,比起座落於鄉村的學校校長,都市的學校校長在教學領導上較為積極。
(d)任職校長年資與教學經驗較淺的校長,對於統籌協調課程與維護教學時間之層面的領導,則顯示較不積極。
The purpose of this study is to explore instructional leadership behaviors of elementary school principals in Ho Chi Minh City, Vietnam as perceived by both elementary school principals and the teachers they direct. It examines the differences between teachers and principals’ perceptions of the principals’ instructional leadership behaviors. In addition, it examines the effects of variables including school size, location, and principal demographics on principal self-perceptions. Moreover, it examines the effects of teacher demographics on teacher perceptions of their principal instructional leadership behaviors. Finally, it analyzes principal and teacher suggestions to improve instructional leadership behaviors.
The study proposes seven major research questions. Stratified sampling was used to select principals for the principals and system for the survey from 117 elementary schools in Ho Chi Minh City. Systematic sampling was used to select teachers from the same schools. The survey instrument used in this study was adapted from the Principal Instructional Management Rating Scale (Hallinger, 1983). An open-ended question was added to each survey to elicit principal and teacher recommendations to improve instructional leadership behaviors.
Major conclusions of the study are:
(a) Principals gave high scores in job functions framing the school goals; providing incentives for teachers; coordinating the curriculum; providing incentives for learning; communicating the school goals; and supervising and evaluating instruction.
(b) Teachers gave high scores in job functions framing the school goals; coordinating the curriculum; communicating the school goals; providing incentives for teachers; promoting professional development; and providing incentives for learning.
(c) The principals in smaller schools were more active in providing incentives for teachers and providing incentives for learning. In addition, urban school principals were more active instructional leaders than rural school principals were.
(d) The fewer years of experience as principals and teachers that principals had, the less active they were in coordinating the curriculum and protecting instructional time.
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