淡江大學機構典藏:Item 987654321/78989
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/78989


    Title: Constructing the Indicators of Social Justice Leadership for Principals in High Schools
    Authors: Chang, Dian-fu;Chang, Luen-yao
    Contributors: 淡江大學教育政策與領導研究所
    Keywords: Social justice leadership (SJL);Delphi technique;analytic hierarchy process (AHP);principals of high schools
    Date: 2012-10
    Issue Date: 2012-11-12 20:55:15 (UTC+8)
    Abstract: This study explores the indicator system of social justice leadership (SJL) for principals in high schools. The indicators were constructed by Delphi technique and the Analytic Hierarchy Process (AHP) to determine their relative importance. In this study, the related studies of social justice and leadership for social justice have been reviewed. Based on the knowledge in literature, the preliminary indicators of social justice leadership were constructed. Fifteen participants including high school principals, experts, and scholars were selected to answer the Delphi questionnaire to structure the indicator system by their relative importance. Through the two stages questionnaire survey and the modified Delphi technique, this study analyzed the importance of selected indicators. The AHP was applied to proceed the appropriated weights of indicators on the scale. The result reveals the suggested social justice indicator system for high school principals including administrative, teaching, environmental, moral, and ethical domain. According to the findings, the relative importance of the indicators is located in administrative domain and then the teaching domain. Following these domains of indicators, there are 30 valuable indicators in the system were proposed by this study. These selected indicators for social justice leadership will provide school leaders to review what they have done and what they need concerns in high schools.
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Proceeding

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