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國民小學校長反思與校長專業能力發展之研究吳佩陵 Unknown Date (has links)
本研究旨在探究國民小學校長反思與校長專業能力發展之關係。本研究方法以問卷調查法進行,問卷調查樣本以臺灣地區台北市、台北縣、基隆市、宜蘭縣、桃園縣、新竹縣、苗栗縣等八個縣市之公立國民小學校長為研究對象,共抽樣444人,樣本回收329份,回收率達74.01%;樣本可用329份,可用率達74.01%。研究工具包含自編之「國民小學校長反思調查問卷」與採用之「國民小學校長專業能力發展調查問卷」;本研究統計方法為描述性統計、t考驗、單因子變異數分析、皮爾森積差相關分析、多元逐步迴歸分析、結構方程模式(SEM)分析等方法進行分析討論。根據研究結果與分析後歸納之研究結論如下:
一、國民小學校長反思之內涵包括反思的態度、反思的內容、反思的策略、反思的支持與反思的行動。
二、國民小學校長專業能力發展之內涵包括校務發展、行政管理、教學領導、公共關係、專業責任。
三、校長反思的得分程度佳,並以「反思的內容」得分最高,而「反思的策略」得分最低。
四、校長專業能力發展的現況得分程度佳,並以「行政管理」能力表現最佳,以「教學領導」能力得分最低。
五、背景變項中,校長性別和校長年齡在校長反思的得分差異達顯著水準,但在最高學歷、校長年資、學校規模、和學校區域未達顯著差異。
六、背景變項中,校長年齡和學校規模對校長專業能力發展的得分差異達顯著水準,但在校長性別、校長年資、最高學歷和學校區域未達顯著差異。
七、校長反思與校長專業能力發展間呈顯著正相關。
八、校長反思對校長專業能力發展具有高度預測力,且以反思的行動最具有預測力。
九、校長反思對校長專業能力發展的模式經驗證後適配度佳,具有顯著影響力。
最後,本研究依研究結果分別提出以下建議:
壹、對教育行政機關的建議
一、校長培訓課程宜應嵌入有關校長反思的學習,藉由反思提昇校長專業能力並增進學校經營績效。
二、辦理有關校長反思之研習課程或其他校長在職進修課程,以持續發展校長專業能力。
三、統合相關資源成立校長社群網絡,以建置校長資料庫與分享資源的平台。
貳、對國民小學校長的建議
一、建置校長網絡分享空間,以幫助校長成長與發展
二、組成校長專業社群以增進交流、激盪與對話
三、注重校長反思與實踐能力,以提升校長專業能力。 / The main purpose of this study is to probe into the relationship of principal’s reflection and principal’s professional competence development in elementary schools. Questionnaires Investigation as the research method are used in this study. The research instrument was distributed to 444 public elementary school principals inclusive of Taipei City, Taipei County, Keelung City, I-Lan County, Taoyuan County, Hsin Chu County, and Miaoli County. There are totally 329 valid samples used in this study.
The data obtained is interpreted by descriptive statistics, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation, multiple regression and SEM through the use of LISREL 8.71.
The conclusions drawn from the study are as follows:
1.The principal’s reflection includes: the attitude of reflection, the content of reflection, the strategy of reflection, the advantage of reflection, and the action of reflection.
2.The principal’s professional competence development includes: school development, administrative government, instructional leadership, public relation, and professional responsibility.
3.All elements of the elementary principals’ reflection get positive outcomes, and among them, the dimension of “the content of reflection” ranks the highest, “the strategy of reflection” ranks last.
4.All elements of the elementary principals’ professional competence development receive positive outcomes. Among them, the dimension of “administrative government” ranks the highest, “instructional leadership” dimension ranks last.
5.The elementary school principals’ background demography including gender and age reach a significant difference with all the principals’ reflection.
6.The elementary school principals’ background demography age and school size incur a significant difference with all the principals’ professional competence development.
7.The principals’ reflection for elementary school principals are positively correlated with the principals’ professional competence development.
8.The principal’s reflection could effectively predict the principal’s professional competence development, especially “the action of reflection” dimension.
9.The model of the principal’s reflection to the principal’s professional competence development for an elementary school principal is proved proper.
Based on the research results, the researcher proposes some suggestions for “Educational Administrative Agencies” and “the principals of elementary schools”, hoping to benefit the pre-training classes of principals and in-service education of school principals in the future.
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國民中小學校長螺旋式領導對其專業能力發展影響之研究黃昱瑄, HUANG, YU-HSUAN Unknown Date (has links)
本研究旨在探討國民中小學校長螺旋式領導對其專業能力發展之間的關係。除探討國民中小學校長螺旋式領導、校長專業能力發展的內涵及現況,瞭解教育人員人口變項及學校背景變項在校長螺旋式領導及專業能力發展得分的差異情形外,亦分析校長螺旋式領導與專業能力發展之相關程度,並探討校長螺旋式領導對專業能力發展的預測情形。
本研究係以臺北縣市、桃園縣、基隆市與宜蘭縣等五縣市之國民中小學教育人員為研究對象,以「國民中小學校長螺旋式領導對其專業能力發展調查問卷」為工具進行研究,內含基本資料、國民中小學校長螺旋式領導問卷及專業能力發展問卷三部分,具有良好的信度、效度。正式施測有效樣本421位,分別以描述分析、t考驗、變異數分析、積差相關分析、多元逐步迴歸分析等統計方法進行分析,並得到以下數項結論:
一、國民中小學教育人員在知覺「校長螺旋式領導問卷」的總得分上,屬於中上程度,在各向度之得分中,以「膽識」最高,最低則是「感召力」。國民中小學教育人員在「專業能力指標問卷」的總得分上,亦屬於中上程度,在各向度之得分中,以「校務發展」最高,最低則是「教學領導」。
二、教育人員人口變項與學校背景變項中,性別、年齡、服務年資、職務、學校層級及學校所在地在校長螺旋式領導問卷上,均具有顯著差異。
三、教育人員人口變項與學校背景變項中,性別、年齡、服務年資、職務及學校層級在校長專業能力發展問卷上,均具有顯著差異,僅學校所在地無顯著差異。
四、教育人員知覺校長螺旋式領導問卷之得分中,低、中、高三組在整體專業能力發展及專業能力發展各向度上,均有顯著差異;同時,不論在整體專業能力發展或各向度的得分上,高分組均顯著優於中、低分組;中分組顯著優於低分組。
五、校長螺旋式領導及各向度,與專業能力發展及各向度間呈現出顯著的正相關,亦即教育人員知覺校長螺旋式領導行為愈高,則校長專業能力之發展也愈佳。
六、在探討校長螺旋式領導各向度中,以想法、價值觀、感召力及膽視等四者對專業能力發展之聯合預測力最佳,尤以感召力最具有預測力。
最後,本研究擬根據上述研究結果進行分析討論,以形成結論及建議,並提供教育行政機關、國民中小學校長及未來相關研究之參考。 / The purposes of this study were to explore relationships between the cycle of leadership and professional competence for principals of elementary and junior high schools in Taiwan. The fist were to explore the reality for the cycle of leadership and professional competence for principals in schools. Secondary, the researcher also investigated the differences of school staff’s demographic variables and schools' background variables among the cycle of leadership and professional competence for principals in schools. Thirdly, to analyze the relationships among the cycle of leadership and professional competence for principals in schools. Finally, to explore predictive power of principal's the cycle of leadership on professional competence development in schools.
This study employed the survey method. The subject were 421 educational staff randomly sample from 59 elementary and junior high schools in Taipei city, Taipei county, Taoyuan county, Keelung city and Yi-Lan county . Data were analyzed using the method of descriptive and inferential statistics, included Frequencies, t-test, ANOVA, Correlation analysis, and Multiple stepwise regression analysis. The major findings were:
1. There is above average perception for the cycle of leadership and professional competence for principals in schools among the elementary and junior high school staff.
2. Significant difference existed among the gender, age, seniority, position, school level and school district for principal's the cycle of leadership.
3. Significant difference existed among the gender, age, seniority, position, and school level for chaotic dynamical system in schools.
4. Significant difference existed among low, middle, and high teachers' perception of the cycle of leadership and professional competence for principals in schools.
5. Significant positive correlation between the cycle of leadership and professional competence for principals in schools.
6. In regression forecast of principal's the cycle of leadership to professional competence for principals in schools, especially the variable of “emotional energy” has the biggest predictability.
Based on the results of this study, to make some suggestions for educational administration, the junior high school principals and future study.
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國民中小學校長現場實務實習課程對校長專業能力關係之影響研究-以學校增能理論為觀點陳乃琪 Unknown Date (has links)
本研究旨在探討國民中小學校長現場實務實習課程與校長專業能力之間的關係。除探討國民中小學校長現場實務實習課程、校長專業能力的內涵及現況,瞭解國民中小學校長、主任、組長人口變項及學校背景變項在校長現場實務實習課程及校長專業能力得分的差異情形外,亦分析校長現場實務實習課程與校長專業能力之相關程度,並探討校長現場實務實習課程對校長專業能力的預測情形。
本研究係以台北縣、臺北市、基隆市、宜蘭縣四縣市之國民中小學校長、主任、組長為研究對象,以「國民中小學校長現場實務實習與校長專業能力調查問卷」為工具進行研究,內含基本資料、國民中小學校長現場實務實習問卷及國民中小學校長專業能力問卷三部分,具有良好的信度、效度。預試有效樣本154位,以因素分析、積差相關、信度分析,研究預試問卷的信度、效度;正式施測有效樣本516位,分別以描述分析、t考驗、變異數分析、積差相關分析、多元逐步迴歸分析等統計方法進行分析,並得到以下數項結論:
一、國民中小學校長、主任、組長在知覺「校長現場實務實習問卷」的總得分上,屬於中上程度,在各向度之得分中,以「行政管理實習」最高;其次依序為「課程發展實習」、「公共關係實習」、「校務發展實習」;最低則是「專業責任實習」。國民中小學校長等人在「校長專業能力問卷」的總得分上,亦屬於中上程度,在各向度之得分中,以「行政管理能力」「教學領導能力」最高;其次是「專業責任能力」、「校務發展能力」、「公共關係能力」;最低則是「教學領導能力」。
二、校長、主任、組長人口變項與學校背景變項中,僅學校層級及學校所在地在校長現場實務實習問卷上,具有顯著差異,性別、服務年資、擔任職務無顯著差異。
三、校長、主任、組長人口變項與學校背景變項中,僅性別、學校層級及學校所在地在校長專業能力問卷上,均具有顯著差異,僅服務年資、擔任職務無顯著差異。
四、校長、主任、組長知覺校長現場實務實習問卷之得分中,低、中、高三組在整體校長專業能力及校長專業能力各向度上,均有顯著差異;同時,不論在「整體校長專業能力」或「校長專業能力各向度」的得分上,高分組均顯著優於中、低分組;中分組顯著優於低分組。
五、校長現場實務實習及各向度,與校長專業能力及各向度間呈現出顯著的正相關,亦即校長、主任、組長知覺校長現場實務實習之校務發展實習、行政管理實習、課程發展實習、公共關係實習、專業責任實習愈高,則校長專業能力之校務發展能力、行政管理能力、教學領導能力、公共關係能力、專業能力也愈高。
六、在探討校長現場實務實習各向度中,以專業責任實習、課程發展實習及行政管理實習三者對校長專業能力之聯合預測力最佳,尤以專業責任實習最具有預測力。
最後,本研究擬根據上述研究結果進行分析討論,以形成結論及建議,並提供教育行政機關、國民中小學校長及未來相關研究之參考。
關鍵字:學校增能理論、現場實務實習、校長專業能力
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國民小學校長儲訓之實務實習課程研究 / The study on internship course of elementary school principal preparation curriculum鄭如秀, Cheng, Ju Hsiu Unknown Date (has links)
本研究旨在探究國民小學校長儲訓之實務實習課程與校長專業能力之關係。本研究方法為文件分析法及問卷調查法,問卷調查樣本以臺北市12個行政區內之公、私立國民小學現任校長及主任為研究對象,共375位,可用問卷247份,可用率為65.87%;研究工具包含參考專家訪談結果分析自編之「國民小學校長儲訓之實務實習課程調查問卷」及採用之「國民小學校長專業能力調查問卷」。本研究之統計方法為描述性統計、t考驗、單因子變異數分析與薛費法事後比較、皮爾森積差相關分析、逐步多元迴歸分析等方法進行分析討論。根據研究結果與發現,分析後歸納之研究結論如下:
壹、校長儲訓之實務實習課程的建置實屬重要,並以「標竿學校參訪課程」最
具實質幫助,而「原校實習課程」之建置則有待考量。
貳、應重視校長專業能力的涵養,並以「行政管理能力」為重。
参、背景變項中,調查對象之現任職務及最高學歷在校長儲訓之實務實習課程
看法的差異達顯著水準,但性別、年齡、服務年資、學校屬性及學校規模
未達顯著差異。
肆、背景變項中,調查對象之現任職務及最高學歷在校長專業能力的看法得分
差異達顯著水準,但性別、年齡、服務年資、學校屬性及學校規模未達顯
著差異。
伍、校長儲訓之實務實習課程得分高分組者,在校長專業能力得分顯著優於
中、低分組;校長儲訓之實務實習課程得分中分組者,在校長專業能力得
分顯著優於低分組。
陸、重視校長儲訓之實務實習課程可提升校長之專業能力。
柒、有效施行校長儲訓之實務實習課程,對校長專業能力的養成具有中度預測
力,並以「卓越校長訪談課程」之建置最具關鍵性。
最後,本研究根據研究發現及結論分別提出以下建議:
壹、對教育行政機關的建議
一、參酌過往豐富的儲訓經驗以規劃實務實習課程具體方向及內容。
二、國小校長儲訓制度宜加強實務實習課程,並藉以提升校長專業能力。
三、應重視個別差異,依照學員的需求提供合適之課程模組。
四、建議增添副校長一職及赴教育行政當局實習制度。
五、參準專業核心能力為國小校長儲訓之實務實習課程規劃依據。
六、舉辦校長專業能力涵養之研習進修活動。
七、國小校長儲訓之實務實習課程規劃宜重視績效評量設計。
八、建置國小校長儲訓之實務實習課程數位資料庫及人才資料庫。
九、統合相關資源,建置校長資訊提供及分享之網絡。
貳、對國民小學校長、主任的建議
一、建議國民小學校長在實習過程中依據自我需求增強學習知能。
二、建置校長專業發展之知識分享平臺,提升校長之核心專業能力。
三、組成校長、主任專業社群以增進交流、激盪與對話。
四、注重專業知能與實踐能力,以持續進修達成自我之提升。
參、對後續研究的建議
可由研究架構、研究對象、研究內容及研究方法等方面加以精進,並整合量化與質化方法,裨益於整體研究建立更完整的資料與模式,使研究結果更為詳盡。 / The main purpose of this research is to study of relationship of principal’s preparation curriculum of internship course and principal’s professional competence in elementary school. The research methods used was documentary analysis and questionnaire survey. The research instrument was distributed to 375 school incumbent principal and director of public or private elementary schools in 12 administrative areas of Taipei. There are 247 valid samples which were used in this study.
The data obtained was interpreted using descriptive statistics, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation, and Multiple Regression. The conclusions drawn from the study were as follows:
1.It is really important to establish internship course of
principal preparation curriculum. Among the course
dimensions, the “benchmarking schools visit course”
contributes most, while the establishment of “original
school internship course” still remains consideration.
2.The nourishment of principal’s professional competence
should be underscored, especially for the dimension
of “administrative government”.
3.The elementary school incumbent principals and
directors’ background demography including incumbent
duty and highest education reached a significant
difference with all the preparation curriculum of
internship course.
4.The elementary school incumbent principals and
directors’ background demography including incumbent
duty and highest education reached a significant
difference with all the principal’s professional
competence.
5.Elementary school incumbent principals and directors who
got high score on the preparation curriculum of
internship course were gotten better score in the
principal’s professional competence than low and middle
ones, who got middle score on the preparation curriculum
of internship course were gotten better score in the
principal’s professional competence than low ones.
6.Principal’s professional competence can be enhanced by
the emphasis of internship course of principal
preparation curriculum.
7.The efficient implementation of internship course of
principal preparation curriculum can positively predict
the achievement of principal’s professional competence.
Among the course dimensions, the establishment
of “remarkable principals interview course” is the most
crucial.
Based on the research results, the researcher proposed some suggestions for “educational administrative agencies”, “the principals and directors of elementary schools”, and “other researchers”, hoping to benefit the school principal preparation systems and in-service education of school principals and directors in the future.
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國民中小學師傅校長教導課程對校長專業能力之影響研究--以認知學徒制理論為觀點蔡易芷 Unknown Date (has links)
本研究旨在探討國民中小學師傅校長教導課程與校長專業能力之間的關係。除探討國民中小學師傅校長教導課程內涵及其現況,瞭解背景變項在知覺師傅校長教導課程重要性得分的差異情形外,亦分析師傅校長教導課程與校長專業能力指標之相關程度,並探討師傅校長教導課程對校長專業能力的預測情形。
本研究係以台北縣、台北市、宜蘭縣、基隆市四縣市之國民中小學校長、主任、組長為研究對象,以「師傅校長教導課程與校長專業能力指標調查問卷」為工具進行研究,內含基本資料、師傅校長教導課程問卷及校長專業能力指標問卷三部分,具有良好的信度、效度。預試有效樣本137位,以因素分析、積差相關、信度分析,研究預試問卷的信度、效度;正式施測有效樣本536位,分別以描述分析、t考驗、變異數分析、積差相關分析、多元逐步迴歸分析等統計方法進行分析,並得到以下數項結論:
一、國民中小學校長、主任、組長在「師傅校長教導課程問卷」的總得分上,屬於中上程度,在各向度之得分中,以「化解衝突」最高;其次依序為「推動校務」、「瞭解學校」、「生涯發展」,最低則是「就任校長」;在「校長專業能力指標問卷」的總得分上,屬於中上程度,在各向度之得分中,以「行政管理」最高;其次依序為「校務發展」、「專業責任」、「公共關係」,最低則是「教學領導」。
二、背景變項中,學校層級及學校所在地在師傅校長教導課程問卷上,均具有顯著差異,性別、職務、服務年資則無顯著差異。
三、師傅校長教導課程問卷得分之低、中、高三組在校長專業能力及各向度上,均有顯著差異;同時,不論在「校長專業能力」或「校長專業能力各向度」的得分上,高分組均顯著優於中、低分組;中分組顯著優於低分組。
四、師傅校長教導課程及其各向度,與校長專業能力及其各向度間呈現出顯著的正相關,亦即知覺師傅校長教導課程之瞭解學校、就任校長、推動校務、化解衝突、生涯發展的重要性愈高,則對知覺校長專業能力之校務發展、行政管理、教學領導、公共關係、專業責任的重要性也愈高。
五、在探討師傅校長教導課程各向度中,以推動校務、化解衝突、瞭解學校及生涯發展四者對校長專業能力之聯合預測力最佳,尤以推動校務最具有預測力。
最後,本研究擬根據上述研究結果進行分析討論,以形成結論及建議,並提供教育行政機關、國民中小學校長及未來相關研究之參考。
關鍵字:認知學徒制、師傅校長、師傅教導、校長專業能力 / The purposes of this study were to explore relationships between principal’s mentoring courses and principals’ professional competence in elementary schools and junior high schools. The fist was to explore the reality of principals’ mentoring courses and principals’ professional competence. Secondary, the researcher also investigated the differences of background variables among principals’ mentoring courses and principals’ professional competence. Thirdly, analyze the relationships among principals’ mentoring courses. Finally, explore predictive power of principals’ mentoring courses on principals' professional competence.
This study employed the survey method. The subjects were 536 principals and directors randomly sampled from 48 elementary schools and 32 junior high schools in Taipei City, Taipei County, Yilan County and Keelung City. Data were analyzed by using the method of descriptive and inferential statistics, including Frequencies, t-test, ANOVA, Correlation analysis, and Multiple stepwise regression analysis. The major findings were:
1. There is above average perception for principals’ mentoring courses and principals’ professional competence among the elementary and junior high school principals and directors.
2. Significant difference existed among the school level and school location for principals’ mentoring courses.
3. Significant difference existed among low, middle, and high perception of principals’ mentoring courses for principals' professional competence.
4. Significant positive correlation between principals’ mentoring courses and principals' professional competence.
5. In regression forecast of principals’ mentoring courses to principals' professional competence, especially the variable of school administration impetus the largest predictability.
Based on the results of this study, make some suggestions for the educational administration, elementary and junior high school principals and future studies.
Keywords: cognitive apprenticeship, mentor, mentoring, principals' professional competence
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英國校長專業資格檢定制度(NPQH)在我國國中小學校長培育制度建構之研究 / A Study of National Professional Qualification for Headship (NPQH) for Construction of Elementary and Secondary School Principal Preparation Systems in Taiwan陳宏彰, Chen, Hung-Chang Unknown Date (has links)
本研究旨在探究英國校長專業資格檢定制度在我國國中小學校長培育制度的建構,以及探討校長專業培育課程與校長專業能力指標間的關係。本研究方法為文獻分析、問卷調查及後置訪談法,問卷調查樣本為台北縣、台北市、基隆市與宜蘭縣四縣市之學校行政人員,含校長、主任、組長等共800人,樣本回收524份,回收率達65.5%。訪談樣本為辦理國家級中小學校長職前培訓工作的教育行政人員,包含國民中學與國民小學部分共兩名。研究工具包含自編之「我國國中小學校長培育制度調查問卷」、採用之「校長專業培育課程問卷」、採用之「校長專業能力指標問卷」與自編之「我國國中小學校長培育制度訪談大綱」。本研究統計方法為描述性統計、單因子變異數分析、t考驗、皮爾森積差相關分析、結構方程模式(SEM)分析等方法分析。本章乃根據研究結果與分析,歸納獲致成主要結論如下:
壹、英國校長專業資格檢定制度之內涵與現況
一、 校長培育課程係根據校長國家標準;
二、 校長培育由國家籌設之專責機構辦理;
三、 校長培育制度為長時間的實務訓練以及彈性分散式的時間規劃;
四、 校長培育課程應重視個別差異,依照學員的需求評估提供合適培育路徑與學習課程模組;
五、 校長認證課程採成人式學習原理及資訊與通訊科技(ICT)應用;
六、 校長培育制度經費採行個人支付而國家補助的方式;
七、 校長培育制度應重視實務實習並落實於學校改善之中;
八、 校長培育制度重視師傅教導的教學方式;
九、 校長培育制度可進一步採行校長專業資格檢定認證模式;
貳、我國國中小學校長培育制度之建構
一、 校長培育制度規劃可採本研究建構之三向度模式規劃;
二、 校長培育機構之設立應由國家設立專責機構統籌辦理;
三、 校長培育時程規劃應為半年至一年,並採行分段辦理;
四、 進入校長培育課程前進行學員需求評估據以規劃課程;
五、 培育課程講座以兼具理論與實務經驗的大學教授為先;
六、 學員學習成效由原培育單位與專責評鑑中心共同評鑑;
七、 培育過程中的經費可由學員自行支付且國家予以補助;
八、 校長實務實習時程規劃可於中期開始並採分散式規劃;
九、 校長實務實習學校應在不同類型學校實習並落實實做;
十、 師傅學員的配對可為多對一的形式學習更豐富的經驗;
十一、師傅校長的甄選來源多元化並建立審查機制遴選良師;
十二、師傅校長與培訓課程應同時開始且每週皆有師傅校長;
參、校長專業課程與校長專業能力
一、學校行政人員對於校長專業培育課程之知覺為相當重要程度。
二、校長專業培育課程以教學領導課程得分最高。
三、學校行政人員對於校長專業能力指標之知覺為相當重要程度。
四、學校行政人員對於校長專業能力指標之知覺,以「行政管理」最為重要。
五、整體校長專業培育課程對於整體校長專業能力指標具有顯著的影響力。
最後,本研究依研究結果分別提出以下建議:
壹、英國校長專業資格定制度值得作為我國校長培育制度規劃之借鏡與參考。
貳、校長培育制度之規劃應先訂立校長國家標準。
參、我國校長培育可採本研究建構之校長培育三向度模式。
肆、校長培育制度中需要更多的校長積極地投入與參與。
伍、對未來進一步研究的建議。
關鍵字:英國校長專業資格檢定制度(NPQH)、校長培育制度、校長儲訓制度、校長專業培育制度、校長實務實習制度、師傅校長校長制度、校長專業培育課程、校長專業能力指標 / Abstract
The main purpose of this study was to construct the elementary and secondary school principal preparation systems in Taiwan by (1) Analyzing the documents and literature of the NPQH in England; (2) Investigating the opinions of different members on the ideal elementary and secondary school principal preparation systems in Taiwan; (3) Analyzing the relationships between principal professional preparation curriculum and principal professional competency standards; (4) Explore the influential power of principal professional preparation curriculum on the part of principal professional competency standards.
The method of this study was adopted literature review, questionnaires investigation and interviews. There were 800 questionnaire total issued and 524 effective samples were acquired. The sample included school principals and main administrators. There were 2 interview samples who were the core educational administrators conducting the work of he elementary and secondary school principal preparation. The instrument were ”Questionnaire for constructing the principal preparation systems of elementary and secondary school in Taiwan” and “Interview conspectus for constructing the principal preparation systems of elementary and secondary school in Taiwan.” The data gathered from questionnaires were analyzed by description statistics, t-test, One-way ANOVA, Pearson-moment correlation analysis, Scheff’e posteriori comparison, and SEM through the use of LISREL 8.71.
The conclusion drawn from the study results were as follows:
1. The constructing systems for the elementary and secondary school principal preparation in Taiwan are “three dimension model.”
2. The institution of the elementary and secondary school principal preparation is the one of national level.
3. The time of the elementary and secondary school principal preparation is half to one year, and is a distributed formation.
4. The need assessment for students of the elementary and secondary school principal preparation was conducted before accepting the preparation curriculum.
5. The fist order teacher of principal preparation curriculum was the professor who was experienced in practice and theoretical in colleges.
6. The learning and performance assessment to students was conducted by original preparation center and other professional assessment center.
7. The pay of principal preparation was paid by students’ himself /herself and national government.
8. The practical internship was conducted form the middle of the principal preparation, and was conducted by a distributed formation.
9. The ideal internship school of the principal preparation was multiple-type.
10. The best pair of mentor and trainne was several to one
11. The resources of mentors were multiple and accepted selecting.
12. The mentor participated in the principal preparation, and directed the principals weekly.
In the last part, the researcher, based on the findings, proposes some suggestions for the design unit of principal preparation system, hoping to benefit the development of construction of the elementary and secondary school principal preparation systems in future.
Key words: National Professional Qualification for Headship, NPQH, principal preparation systems, principal professional preparation curriculum, principal professional competency standards
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