淡江大學機構典藏:Item 987654321/110176
English  |  正體中文  |  简体中文  |  全文笔数/总笔数 : 62819/95882 (66%)
造访人次 : 4007044      在线人数 : 542
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
搜寻范围 查询小技巧：
  • 您可在西文检索词汇前后加上"双引号"，以获取较精准的检索结果
  • 若欲以作者姓名搜寻，建议至进阶搜寻限定作者字段，可获得较完整数据
    •  进阶搜寻


    jsp.display-item.identifier=請使用永久網址來引用或連結此文件: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/110176


    题名: Determining the Effect of Principals' Change Leadership on School Teachers' Professional Development
    作者: Chang, Dian-Fu;Chen, Sheng-Nan;Chou, Wen-Ching
    关键词: change leadership;elementary schools;principals;professional development;school teachers
    日期: 2017-03-26
    上传时间: 2017-04-18 02:10:54 (UTC+8)
    摘要: 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.
    關聯: IAFOR ACEID2017 proceeding
    显示于类别:[教育政策與領導研究所] 會議論文

    文件中的档案:

    档案 描述 大小格式浏览次数
    Determining the Effect of Principals' Change Leadership on School Teachers' Professional Development_議程.pdf11790KbAdobe PDF180检视/开启

    在機構典藏中所有的数据项都受到原著作权保护.

    TAIR相关文章

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