English  |  正體中文  |  简体中文  |  Items with full text/Total items : 57042/90725 (63%)
Visitors : 12438633      Online Users : 66
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/110176

    Title: Determining the Effect of Principals' Change Leadership on School Teachers' Professional Development
    Authors: Chang, Dian-Fu;Chen, Sheng-Nan;Chou, Wen-Ching
    Keywords: change leadership;elementary schools;principals;professional development;school teachers
    Date: 2017-03-26
    Issue Date: 2017-04-18 02:10:54 (UTC+8)
    Abstract: With a rapidly changing era, educational change has become one of crucial components for better performance in schools. Potential and innovative leadership in schools have been expected to fit the fast-paced of change to achieve better results. Therefore, how to build teacher’s professional development to fulfil the outcome-based policy in schools has grown into a new challenge for principals. This study focused on principals’ change leadership perceived by school teachers and explored which dimension of change leadership might impact on teachers’ professional development. We successfully invited 490 teachers from 41 elementary schools in New Taipei City (Taiwan) to participate in this study. Finally, there are 453 valid questionnaires, it represents 92.4 % of return rate. Both self-developed change leadership and professional development questionnaires have been verified by factor analysis. Twenty-five indicators of change leadership have been classified into three dimensions, named “communicating and shaping change action”, “building supported environment”, and “adjusting organization and performance”. The teachers’ professional development has been defined by five indicators. We employed the stepwise method to determine which one is the major factor impacted on teachers’ professional development in regression models. The result reveals both “building supported environment” and “adjusting organization and performance” in principal’s change leadership can explained 27.5% of the teachers’ professional development. Based on the linear model in regression analysis, we suggest properly shaping principal’s change leadership can be prompted to enhancing teachers’ professional development. Furthermore, the change leadership might be applied to more wide practices to improve teachers’ performance in various settings.
    Relation: IAFOR ACEID2017 proceeding
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Proceeding

    Files in This Item:

    File Description SizeFormat
    Determining the Effect of Principals' Change Leadership on School Teachers' Professional Development_議程.pdf11790KbAdobe PDF50View/Open

    All items in 機構典藏 are protected by copyright, with all rights reserved.

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - Feedback