This qualitative study examined how 12 principals view their role as challengers of the propensity for social reproduction in the poor communities in which they work. The primary data sources were interviews with principals who work in rural, suburban, and urban schools that receive Title 1 funding. Review of school documents, community demographics and history, as well as observations were used to study the culture of the school and community that each principal works within. There are high costs to individuals and our society at large in providing substandard education and low levels of economic access. However, the social bifurcation of American society is at its highest level since the turn of the 20th century. Indeed, the Gini Coefficient, which is defined by PovertyNet as the most commonly used measure of fiscal inequality, is the highest it has ever been recorded in America. The Gini Coefficient identifies complete equality with the variable of 0 and complete inequality with the variable 1, currently places America’s level of inequality at a .46 (U.S. Department of Labor, Census Bureau Income). This qualitative study strived to determine how principals in poor communities see their role as challengers of the propensity of social reproduction in their communities. The federal Early Childhood Longitudinal Study (ECLS) summarizes the direct connection between education and success, “National policymakers and the public at large have increasingly recognized that the prosperity of the United States depends on the successful functioning of the American education system” (National Center for Educational Statistics, 2005, p. 21). Although the ECLS notes a clear connection between education and socio-economic success, the study goes on to report more than a million American students, whose families make less than $85,000 a year, start out a the top of their class but “fall off the college track on the way to high school” (as cited in Carnevale, 2007). Social reproduction theorists argue this overrepresentation of low-income students demonstrating low levels of school success is in large part due to a lack of social, political, and educational capital, which results in low-income and minority students being denied complete access to educational resources (Braddock & McPartland, 1987; Wilson, 1987; Bourdieu & Wacquant, 1992). Research has shown principals have an enormous impact on the effectiveness of schools, and ultimately, student outcomes (Grift & Houtveen, 1999; Marzano, Waters, & McNulty, 2005; Gurr, Drysdale, & Mulford, 2006). The impact of the principal can be pervasive throughout a student’s education. This impact includes, but is not limited to, the classroom, the school, as well as the community. Barth (1990) reports principals comprehensively affect their students as well as the community they work within, both inside and outside the school building. As it is clear principals have a significant impact on school, and specifically, student success, it is reasonable to assume they could also impact the likelihood for social reproduction among their students, especially those coming from poor communities. The findings of this study suggest an increased likelihood for principals working in poor communities to engage in challenging social reproduction if they apply a more nuanced understanding and application of the multiple ethical paradigms as well as consistently prioritize the building of positive relationships with stakeholders. The pattern that resulted from the conclusions indicate that principals who engaged in sophisticated ethical problem solving as well as consistent positive relationship building were also more likely to pursue extensive formal education, specifically doctoral degrees in educational administration. / Educational Administration

本研究的主要目的在瞭解（一）國民中學校長道德領導的現況；（二）國民中學兼任行政職務教師工作滿意現況；（三）不同背景變項對校長道德領導的差異；（四）不同背景變項對兼任行政職務教師工作滿意之差異；（五）國民中學校長道德領導與兼任行政職務教師工作滿意之相關情形；（六）國民中學校長道德領導與兼任行政職務教師背景變項對兼任行政職務教師工作滿意度是否具有預測功能。 研究採用問卷調查法，以桃園縣55所國民中學全體兼任行政職務教師為母群體，選取38校526位兼任行政職務教師為受試者，並以改編之「國民中學校長道德領導問卷」與「國民中學兼任行政職務教師工作滿意問卷」施測，計回收有效問卷465份，所得資料以SPSS/PC10.0統計套裝軟體進行統計分析，並透過描述統計、單因子變異數分析、Pearson積差相關分析、逐步多元迴歸等統計方法加以分析與解釋，所獲得主要結論如下： 一、 國民中學校長整體道德領導及各分層面（「道德領導問題」除外）皆屬中上程度。 二、 國民中學兼任行政職務教師因職位不同在覺知校長道德領導上有顯著差異。 三、 國民中學兼任行政職務教師工作滿意屬中上程度，其中在「人際關係」上最高，其次依序為「工作環境」、「主管領導」、「社會地位」、「工作本身」、「升遷考核」及「薪資福利」。 四、 國民中學兼任行政職務教師工作滿意因兼任行政年資之不同而有顯著差異。 五、 國民中學校長整體道德領導及各分層面，與兼任行政職務教師整體工作滿意及各分層面有顯著相關。 六、 在國民中學兼任行政職務教師工作滿意預測上，以「道德領導策略」最具預測力，其次依序為「道德領導問題」、「道德領導作法」、「職位」、「道德領導原因」、「道德領導功能」與「兼任行政職務年資」。 根據研究結果，對教育行政機關及校長提出建議如下： 一、 教育行政機關應建立道德倫理之校長培育及進修制度。 二、 教育行政機關應將道德領導納入校長遴選的指標。 三、 教育行政機關應訂定獎勵兼任行政職務教師之辦法。 四、 校長應利用各種機會充實自我的道德領導知能。 五、 校長應以學校整體利益為優先考量加強建構學校的倫理環境。 六、 校長應建立初任或資淺組長的輔導制度，並對兼任行政職務教師主動關懷、適時鼓勵。 / The research on the relation between the moral leadership of junior high school principals and the job satisfaction of concurrently administrative teachers. Abstract The main purpose of this research is to analyze: (1)the current status of junior high school principals in the moral leadership; (2)the current status of the job satisfaction of junior high school concurrently administrative teachers; (3)the differences of different background variables to the principals’ moral leadership; (4) the differences of different background variables to the job satisfaction of concurrently administrative teachers; (5)related situations on the principals’ moral leaderships and job satisfaction of concurrently administrative teachers; (6)whether or not there is a predicting function of the principals’ moral leadership to concurrently administrative teachers’ job satisfaction within their different background variables. This research conducts the survey study with concurrently administrative teachers from 55 junior high schools in Taoyuan County as a pool study. By randomly selecting 526 concurrently administrative teachers from 38 schools to be tested, they were given the revised versions of “the questionnaire of junior high school principals’ moral leadership” and “the questionnaire of junior high school concurrently administrative teachers’ job satisfaction”; end up with 465 valuable questionnaires and be detailed discussed. The obtained data carries on the statistical analysis by the SPSS/PC10.0 statistics software package and was analyzed and explained in advance by descriptive statistics, one-way ANOVA analysis of variance, Pearson product-moment correlation analysis and multiple stepwise regression. The obtained conclusion as follows: 1. The whole of junior high school principals’ moral leadership and its each level (excluding the problem of the moral leadership) meets the middle upper level. 2. With the different job positions, concurrently administrative teachers have different perceptions on the principals’ moral leadership. 3. The job satisfaction of the concurrently administrative teachers meets the middle upper level. Among all, the personal relation is the highest and following by the job environment, supervisors’ lead, social status, job itself, promotion and evaluation, salary and benefits. 4. With different year services, concurrently administrative teachers have distinct job satisfaction. 5. There is obvious correlation between the whole of the principals’ moral leadership and its each level and the job satisfaction of the concurrently administrative teachers and its each level. 6. In talking about the prediction about the job satisfaction of the concurrently administrative teachers, the strategy of the moral leadership has the highest predicting, following by the problem of the moral leadership, the action of the moral leadership, job positions, the reason of the moral leadership, the function of the moral leadership and the year services as concurrently administrative teachers. According to the research result, it suggests to the government institution of education and school principals as follows: 1. The government institution of education should establish moral leadership to train up school principals and for them to take advanced courses. 2. The government institution of education should include moral leadership in the index of selecting principals. 3. The government institution of education should specify rewards for concurrently administrative teachers. 4. School principals should take every advantage to enrich self-knowledge in moral leadership. 5. School principals should take the whole benefit of schools as the priority consideration to strength up the moral environment of schools. 6. School principals should establish counseling system to those concurrently administrative teachers who are fresh or junior in the service and actively concern concurrently administrative teachers and encourage them in proper time.

No description available.

In this work, I present a conceptual framework for understanding how international non-governmental organizations (INGOs) become powerful international organizations (IOs), and how their pursuit of legitimacy leads to the formation of specific kinds of organizational cultural proclivities and dysfunctional tendencies that shape how these groups behave as international actors. Despite their increasing prominence in international affairs, INGOs remain largely understudied by International Relations (IR) scholars; my work provides a theoretically driven and empirically supported analysis of the power and performance of these actors, thus filling the existing gap in the IR literature. Relying on the basic tenets of sociological institutionalism, I argue that there is an indissoluble relationship between the ways in which an INGO becomes powerful and its ultimate performance outcomes.

No description available.

本研究旨在瞭解新北市國民小學校長道德領導、教師組織公民行為與教師教學效能之現況，並分析不同背景變項之教師在知覺校長道德領導、教師組織公民行為與教師教學效能之差異情形，且探討三者之間的關係，最後藉由校長道德領導與教師組織公民行為對於教師教學效能進行預測。 本研究採調查研究法，共計抽樣25所學校，發出316份問卷，回收301份有效問卷，問卷有效率達93.67%。資料處理分別以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸分析等統計方式進行分析。 本研究獲致以下之結論： 一、新北市國民小學教師知覺校長道德領導為高程度，以「德行修為」之知覺程度為最高，「理性批判」之知覺程度最低。 二、新北市國民小學教師具備高程度的教師組織公民行為，各層面中以「利他人行為」之表現程度為最高，「利組織行為」之表現程度最低。 三、新北市國民小學教師在教師教學效能的表現屬於高程度，各層面得分以「教學情境」之表現程度為最高，「教學評量」之表現程度最低。 四、新北市國民小學教師，因其職務及學校規模之不同，而有不同的校長道德領導知覺感受。以擔任主任職務、與學校規模在60班（含）以下之教師知覺程度較高。 五、新北市國民小學教師，因其服務年資之不同，而知覺到不同程度的教師組織公民行為。以服務年資在5年以下之教師知覺程度較高。 六、新北市國民小學校長道德領導、教師組織公民行為與教師教學效能的知覺及各分層面，彼此之間具有正相關的關係。 七、新北市國民小學校長道德領導、教師組織公民行為對教師教學效能具有預測作用，以「教師組織公民行為」預測力最佳。 最後依據研究結果與結論，提出具體建議，以供教育行政主管機關、學校行政人員、教師及未來研究的參考。 / The aim of my research is to get to know the current status, to analysis the differences and corelationship under many background variables of elemtary principals’mortal leadership, teachers’organizational citizenship behavior and their teaching efficacy. And the paper will finally predict the affectness of elemtary principals’mortal leadership, teachers’organizational citizenship behavior towards the teachers’ teaching efficacy. Samples of my survey research includes 25 schools. 316 questionnaires were distributed and 301 Recycling effective questionnaire are collected back and the rate is 93.67%. All data were analyzed with the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, Multiple regression etc. The conclusions were found in this research are listed as following: 1. Elementary school teachers’ perception of principals’moral leadership is above average among New Taipei City: “vitue cultivation” is the highest, while “retional critiques” is the lowest. 2. Elementary school teachers’ perception of teachers’ organizational citizenship behavior is above the average, “altruistic behavior” is the highest, and “Organizational behavior” is the lowest. 3. Elementary school teachers’ perception of teachers’teaching efficacy is above average while “life teaching situation” is the highest, and “teaching evaluation” is the lowest. 4. Significant differences show at the sense of principals’ moral leadership perception n the elementary school teachers’ perception of in terms of gender, job description, and the school size (whether the school has no more than 60 homerooms). 5. Significant differences exist in the elementary school teachers’ perception of teachers’ organizational citizenship behavior in terms of number of working year and 5 working years is the highest. 6. There are significant positive correlation in the elementary school pricipals’ moral leadership perception, teachers’organizational behavior and teachers’teaching efficacy. 7. Both of the principal’s moral leadership and teachers’ organizational citizenship behavior have a predictive effect on teachers’ teaching efficacy, and especially teachers’ organizational citizenship behavior is vital aspect between the two.

Previous research by Vitton & Wasonga (2009) and Strenth (2013) found public school K-12 principals struggling in the moral reasoning and decision-making measures of the second Defining Issues Test ("DIT-2"). In response to these studies, this research sought to collect, to examine, and to compare DIT-2 data for educational leaders at various stages of the principalship track in an effort to determine and/or to isolate the locus of principals' reported underperformance. The moral reasoning and decision-making of regular-education K-12 public school principals and assistant principals in Florida, and current master's degree students in educational leadership programs at a large public Florida university were measured and compared. Research questions were posed: 1) to find the levels of moral reasoning and decision-making reached by acting principals, acting assistant principals, and current master's students in educational leadership programs; 2) to determine if there was a difference between these principals, assistant principals, and master's students in moral reasoning and decision-making; and 3) to see if there was a difference in moral reasoning and decision-making between principals across various years of experience. The DIT-2 was administered anonymously to participants through an online link, and was scored by the University of Alabama's Office for the Study of Ethical Development. Data were analyzed through descriptive and inferential statistical methods principally to determine the degree to which participants reasoned and made decisions based upon personal interests, upon the maintenance of norms, or upon the basis of more sophisticated principles. Results showed master's students in educational leadership outperforming active principals and assistant principals in moral reasoning and decision-making by more often employing sophisticated principles and by more often avoiding choices associated with personal interests. With regard to principals, the difference was statistically significant on DIT-2 N-2 scores (based on ANOVA and t-test results) and P-scores (based on t-test results, but not based on ANOVA results). Principals not only underperformed master's students in educational leadership statistically significantly, but also underperformed active assistant principals in comparisons of group means on DIT-2 sub-scores. This research confirms the prior works of Strenth (2013) and Vitton & Wasonga (2009), where principals had been found to struggle in measures of moral reasoning and decision-making. These consecutive and consistent findings now require consideration, discussion, and action by the array of K-12 public school stakeholders. In response to the startling findings that K-12 principals are significantly underperforming those still aspiring for the principalship, a substantial, alarmed, and sober re-examination must take place as to what has happened to principals in K-12 public schools, and as to what can and must be done about it.

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本研究係對台灣天主教中等學校校長道德領導、學校組織健康與學校效能三個變項進行受訪教職員知覺調查與描述、比較不同背景變項的教職員差異是否顯著、探討校長道德領導、學校組織健康對學校效能相關性及預測性，依據研究所得結論,分別對台灣天主教中等學校董事會、學校當局、教育人員及後續研究者提出建議，以做為推展校長道德領導、精進學校組織健康及提高學校效能之參考。 本研究使用問卷調查法，以t檢訂、單因子變異數分析、皮爾森積差相關、多元迴歸等統計方法，探討台灣天主教中等學校校長道德領導、學校組織健康與學校效能之關係。 經由文獻的蒐集與探討，提出本研究的研究架構模式圖。研究對象為台灣天主教中等學校435位教職員，研究工具係組合陳浩、秦夢群、蔡玲玲三位各自編寫之「校長道德領導」、「學校組織健康」與「學校效能」問卷。 透過統計分析與討論,本研究獲得以下結論: 一、台灣天主教中等學校教職員知覺校長道德領導、學校組織健康與學校效能之現況屬中高程度。 二、台灣天主教中等學校教職員在人員背景變項對校長道德領導、學校組織健康與學校效能的知覺，大部分未達顯著差異。 三、台灣天主教中等學校校長道德領導、學校組織健康與學校效能三者間具有正向關聯性。 四、台灣天主教中等學校校長道德領導與學校組織健康對學校效能均具有正向預測力。 / This study aims to examine the relationship among the principals’ moral leadership, school organization health, and school effectiveness in Taiwan Catholic secondary schools. Through the organization status description, comparison between different teacher background variables, the correlation with the principals’ moral leadership, school organizational health to forecast school effectiveness was discussed. Finally, it proposes suggestions for Taiwan's Catholic secondary school boards, school authorities, educators and subsequent researchers for further improvement of school effectiveness. This study uses questionnaires survey, t test, one-way analysis of variance, Pearson product-moment correlation, multiple regression and other statistical methods to explore Taiwan's Catholic secondary school moral leadership, the organizational health and schools' effectiveness. Through the collection and discussion of the literature, this study proposes the study frmaework. The questionnaire interviewing 435 Taiwan Catholic secondary school faculties, is developed by the results of moral leadership, school organization and school effectiveness relationship of health from the research of Chen, Qin, and Tsai. Through statistical analysis and discussion, this study obtains the following conclusions: 1. Taiwan Catholic secondary school staff has medium-to-high perception of moral leadership, organizational status of school health and school performance. 2. Taiwan Catholic secondary school faculty staff’s background variancees show insignificant differences in surveying the principals’ moral leadership of principals, school organization and school effectiveness of health. 3. Taiwan Catholic secondary school moral leadership, school health and school performance of the organizations have a positive correlation. 4. Taiwan Catholic secondary school moral leadership and school organization health have a positive predictive power for the effectiveness of school.

本研究旨在瞭解臺北市國民中學校長道德領導與品德教育推展策略之現況，並分析教師人口變項、校長人口變項、學校環境變項在校長道德領導以及學校品德教育推展策略的差異情形，最後探討校長道德領導與學校品德教育推展策略之關係。 本研究以問卷調查法為主，半結構訪談為輔。問卷調查法以自編「國民中學校長道德領導與品德教育推展策略調查問卷」（內含基本資料、校長道德領導量表與學校品德教育推展策略量表）為工具，以臺北市之公立國民中學教師為研究對象，分層隨機抽取22所學校，共發出問卷476份，回收444份，有效問卷420份，有效回收率為88.2%。所得資料以描述性統計、ｔ考驗、單因子變異數分析與Scheffé事後比較、Pearson’s積差相關、多元逐步迴歸分析等統計方法進行資料分析。並依正式問卷調查的結果，歸納相關的問題，設計並確定訪談大綱，做為訪談的依據，實地訪談校長、主任、教師各2位，以釐清及延續問卷調查之結果，並藉由整理訪談文字資料、編碼歸類整理，綜合問卷調查與訪談資料，進行研究結果的分析與討論。研究結論如下： 壹、臺北市國民中學校長道德領導與學校品德教育推展策略之現況，均屬良好程度。 貳、在教師人口變項中，不同性別、服務年資、學歷、任教領域對校長在道德領導之感受，並無顯著不同；不同服務年資、學歷、職務在學校品德教育推展策略的感知上，並無顯著不同。 參、在校長人口變項中，校長不同性別在道德領導表現上，並無顯著不同；校長不同學歷在學校品德教育推展策略的表現上，無顯著不同。 肆、在校長人口變項中，校長不同年齡、學歷、擔任校長年資在道德領導表現上，具有顯著差異。其中以校長51～55歲、四十學分班結業、擔任校長年資3～4年者，道德領導表現較好。 伍、在校長人口變項中，校長不同性別、年齡在學校品德教育推展策略的表現上，具有顯著差異。其中以女性校長及51～55歲校長，表現較好。 陸、在學校環境變項中，不同學校規模的教師對校長道德領導及學校品德教育推展策略的感受，均具有顯著差異。其中以學校規模為49班(含)以上教師所知覺的程度較好。 柒、國民中學校長道德領導與學校品德教育推展策略之間，有顯著的正相關。 捌、臺北市國民中學校長道德領導對學校品德教育推展策略具有預測力。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、國民中學校長、相關教育人員以及未來研究的參考。 / This study aims to investigate the current development of principals’ moral leadership and strategies of character education enforcement in Taipei public junior high schools and to analyze the differences in teachers’ & principals’ personal variables and school environmental variables concerning principals’ moral leadership and strategies of character education enforcement. Finally, it explores the relationship between principals’ moral leadership and strategies of character education enforcement. This study em⥪loys the research method of questionnaire surveys and semi structured interviews. There were two survey tools used in the study, including Principals’ Moral Leadership Questionnaire and Strategies of Character Education Enforcement Questionnaire. Four hundred and seventy-six subjects are randomly selected from twenty-two public junior high schools in Taipei city. A total of 444 questionnaires was returned. Out of those, 88.2% was v⧗lid (420 out of 476). Valid sample data was analyzed and processed using the methods of description statistics, t-test, one-way ANOVA, Scheffé posteriority comparison, Pearson’s product-moment correlation and stepwise multiple regressions. The frame of the interview questions was designed according to the findings from the questionnaire. Two principals, two chairpersons, and two teachers were interviewed to clarify and extend the findings of the survey. Then, the dat⩍ retrieved from questionnaires and interviews were compiled, categorized, synthesized and analyzed. Following is the summary of the study: 1.The current development of principals’ moral leadership and the strategies of character education enforcement in junior high schools are both above the average. 2.There is no significant difference in teachers’ experiences of principals’ moral leadership in terms of gender, seniority, educational background and teaching ⫁ield; and, there is no significant difference in teachers’ recognition about strategies of character education enforcement in t⫡rms of teachers’ seniority, educational background and position. 3.Gender of the principal makes no significant difference in the performance of principals’ moral leadership; also, principals’ educational background makes no significant difference in strategies of character education enforcement. 4.There is significant difference in principals’ moral leadership in terms of principals’ age, educational background, and seniority. Principals get better scores o⭕ principals’ moral leadership are those who are aged between 51 and 55, finish 40-credit Continuing Education Program and have been on the position for 3 to 4 years. 5.There is significant difference in strategies of character education enforcement in terms of principals’ gender and age. Female principals aged between 51 and 55 get better scores. 6.There are significant differences in both principals’ moral leadership and strategies of ch⯄racter education enforcement to teachers from schools of different scales. Teachers serving in schools with and over 49 classes give better recognition to these two issues. 7.It shows significant positive correlation between principals’ moral leadership and strategies of character education enforcement. 8.Principals’ moral leadership demonstrates the predictability of strategies of character education enforcemeⰬt in Taipei junior high schools. This study is finalized at proposing practical suggestions based on the findings and conclusions to educational administration authorities, junior high principals, educators and faculty for further study and reference.