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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/101552

    Title: 原住民國小校長的專業發展困境、需求與因應策略之研究
    Other Titles: A study of the difficulties, demands, and coping strategies of aboriginal elementary school principals' professional development
    Authors: 陳嬿伊;Chen, Yan-Yi
    Contributors: 淡江大學教育政策與領導研究所碩士班
    Keywords: 原住民國小校長;校長專業發展;Aboriginal elementary school principal;professional development
    Date: 2014
    Issue Date: 2015-05-01 13:42:36 (UTC+8)
    Abstract: 本研究旨在探究原住民國小校長在原住民國小裡推動原住民族教育的實際作為,以及原住民國小校長專業發展所遭遇到的困境、需求及其因應策略,俾能根據研究結果提供相關建議。本研究選取六位原住民國小校長為研究對象,進行半結構式訪談,依據研究結果,本研究歸納結論如下:
    The purpose of this study aims was to explore aboriginal elementary school principals'' practices of Aboriginal Education and to investigate the difficulties, demands, and coping strategies of aboriginal elementary school principals'' professional development. The study selected six principals and used semi-structured interviews for data collection. According to the research results, the demands of aboriginal elementary principals'' professional development were very diverse. Principals who are aborigines hoped to have more professional development activities related to aboriginal cultures and languages. Non-aboriginal principals'' preferred to have more professional development activities related to policies, theories of aboriginal education, leadership and public relations skills. In addition, these principals'' reported the major difficulties they encountered for their professional development included gaps between theories and practices, schedule conflict, and repeated curriculum. Principals’ coping strategies for the difficulties of their professional development included self-adjustment and discussion with peers.
    Based on the above findings, suggestions were proposed for Education Authorities of the city government, the universities, aboriginal elementary school principals as well as researchers of future studies.
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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