In the last decades, several research studies have been executed on the key factors that influence school effectiveness. Taking state of the art literature into account, six broad areas can been identified: student, home, school and leadership, curricula, teachers and teaching/learning approaches. As part of the area of school and leadership, the overarching topic of performance management has been empirically tested to be an effective strategy for improving student outcomes. The role of organizational performance metrics and monitoring cannot be overstated as a success factor of an organization because they affect strategic, tactical and operational planning in setting objectives, evaluating performance, and determining future courses of action. Consequently, the research project at hand aims to analyze, as a first step, the interrelation between the use of technology and performance monitoring and, as a second step, the impact of these management practices on the organizational effectiveness of schools. For that, an online survey is sent to about 20.000 principals in Germany. Statistical analysis will be conducted.

Schools in Hawaii are continuing to struggle with low student performance on their state's mandated test. Principal leadership has been found to have a direct impact on school effectiveness and researchers have indicated that school effectiveness can also be predicted by teachers' perceptions of principal leadership. This quantitative study was an examination of the relationships between teachers' perceptions of their principals' leadership attributes and school effectiveness as measured by the Strive HI Index in the state of Hawaii. The theoretical framework was grounded in Leithwood's core effective principal practices. A 41-item questionnaire from Colorado Education Initiative with a Cronbach's alpha of .95 was given to 124 teachers from 15 elementary schools to rate leadership attributes of the principal. Multiple regression yielded several statistically significant predictors of school effectiveness. Positive predictors were (a) level of teachers' education, (b) teachers' years of experience, (c) prioritization of structured activities, (d) development and implementation of a process to analyze data to improve student learning, and (e) building a positive school climate. The negative predictors were (a) years principal served in the school, (b) years teachers served at the school, and (c) creation of structures for distributive leadership. The outcomes provide administrators with information about the relationship between teachers' views of leadership practices and the school effectiveness index. The potential for positive social change includes raising principals' awareness of teacher perceptions of leadership practices, which may increase efforts to improve practice and ultimately school effectiveness in the study district.

Despite the fact that it is accepted that the role of the principal is central to the effectiveness of the school, the extent of that relationship remains a subject of continuing debate. Utilizing the statistical analytical approach of the meta-analysis, the study synthesized the quantitative data on the subject to determine the degree to which the level of school effectiveness reflects the influence of the school leadership. The review of the quantitative literature identified 38 studies that met the criteria for inclusion in the meta-analysis, providing 339 effect sizes that formed the sample for the study. The following research questions guided this study: 1.What empirical evidence is there to confirm or support the notion that there exists a relationship between leadership and school effectiveness 2.As identified in the quantitative analysis of the available research, what is the strength of the relationship between leadership and school effectiveness? 3.Based on empirical evidence, what aspects, dimensions or clusters of leadership behaviors relate to school effectiveness? 4.Related to the above, how do these dimensions compare in their relationship to school effectiveness? The results indicated that there is a significant and positive relationship between school leadership and the level of school effectiveness, and that while all the leadership approaches yielded significant results, the instructional leadership behaviors of the principal registered the strongest relationship. / Ph. D.

The national push for increased accountability, the demand for academic achievement for all students, as defined by high-stakes testing, and sanctions imposed on public schools create significant challenges for the school principal. The principal is charged with leading improvement efforts to improve student achievement and school effectiveness. Striving for excellence is a collaborative, inquiry-based quest, in which the principal must engage all stakeholders in the development of a productive learning culture designed to improve teaching and learning. To do this, educational practitioners must glean and use improvement strategies from well-grounded theory, educational research, best practices, and evidence-based decision making. This study is an investigation and synthesis of the relationships among leadership behaviors, school culture, and school outcomes, including student achievement, in an effort to determine direct and indirect effects. It is based on the premise that school leadership has a direct effect on school culture, and school culture has a direct effect on school effectiveness, including student achievement. Schein's model of culture was selected as the operational definition of culture. The concept of school climate is based on environmental factors and is included within the larger concept of school culture. The resulting work is the development of a theory of school effectiveness, based on a review of educational research, theory, and best practices synthesized from multiple studies. The work is intended to serve as a resource for those involved in school leadership and school improvement efforts. Evidence for supporting direct effects of leadership on school effectiveness, including student achievement is very limited in the literature. However, results indicate that the principal does have a direct effect on school culture and climate through strategic intervention strategies and behaviors. A review of studies examining the relationships between school culture and student achievement indicate that there is a significant moderate effect between school culture and student achievement in K-12 public schools in the United States. Although there remains limited evidence that the school principal directly affects student achievement, there is sufficient evidence to indicate that school culture is a significant mediating factor between principal leadership and school effectiveness. / Ph. D.

This study focuses on the effective management in public schools in South Africa and the impact this may have on quality education. An investigation into what is regarded as effective management is done and looks at the different role players that are responsible for a school’s management. In this study the primary focus was principals. The concept of quality education was also investigated and other elements that could influence the outcomes of quality education was discussed. This study also looked at the major projects and studies currently being done to investigate school effectiveness. Research questions and objectives were formulated through an extensive literature review and research data was collected by means of a quantitative research method. The responses were analised by means of statistical methods and the findings discussed, which included some major findings about the link between non-monetary inputs, socio-economic conditions of learners and the teacher-learner ratio’s that have an impact on the quality of education given to learners. Based on these findings, recommendations for principals were made to increase the effective management of schools, as well as recommendations for further studies. / MBA, North-West University, Potchefstroom Campus, 2015

This study focuses on the effective management in public schools in South Africa and the impact this may have on quality education. An investigation into what is regarded as effective management is done and looks at the different role players that are responsible for a school’s management. In this study the primary focus was principals. The concept of quality education was also investigated and other elements that could influence the outcomes of quality education was discussed. This study also looked at the major projects and studies currently being done to investigate school effectiveness. Research questions and objectives were formulated through an extensive literature review and research data was collected by means of a quantitative research method. The responses were analised by means of statistical methods and the findings discussed, which included some major findings about the link between non-monetary inputs, socio-economic conditions of learners and the teacher-learner ratio’s that have an impact on the quality of education given to learners. Based on these findings, recommendations for principals were made to increase the effective management of schools, as well as recommendations for further studies. / MBA, North-West University, Potchefstroom Campus, 2015

Using the G8 countries’ (Canada, France, Germany, Italy, Japan, the Russian Federation, the United Kingdom, and the United States) samples from the 2003 Programme for International Student Assessment (PISA), this study aimed to explore the phenomenon of double jeopardy in mathematics achievement for socially disadvantaged students. Double jeopardy is a situation of dual penalties where coming from low socioeconomic status (SES) families and attending low SES schools results in concurrent penalties at both the student level and school level in mathematics achievement. This study examined the phenomenon of double jeopardy in the G8 countries across four school locations: rural regions, towns, cities, and metropolitan areas. This study also examined four separate definitions of socioeconomic status in order to determine the effectiveness of each definition. The four definitions corresponded to four SES measures utilized in this study: father’s SES, mother’s SES, family occupation SES, and combined family SES. Multilevel analysis with students nested within schools indicated that significant double jeopardy effects varied according to SES measure, school location, and country. However, the majority of the double jeopardy effects across all the variables were large in magnitude. Furthermore, the combined family SES and the metropolitan school location were often the most sensitive SES measure and school location, respectively, to double jeopardy in the G8 countries.

本研究旨在探討國民中學學習型組織與學校效能。首先，蒐集有關學習型組織、學校效能的相關文獻，加以研究。其次，提出研究架構，再以「國民中學學習型組織與學校校能調查問卷」為研究工具。 然後以桃園縣之公私立國民中學（含公私立高中附設國中部）教師為研究母群體，以分層隨機抽樣抽取45學校發出問卷450份，回收421份，回收率達93.56%，有效問卷393份，有效回收率為87.33%。所得資料以描述性統計、t-考驗、單因子變異數分析、積差相關等統計方法進行資料分析，再就研究結果分別加以討論。 根據問卷調查結果，獲致以下結論： ㄧ、國民中學教師之絕學習型組織與學校效能之現況屬中高程度。 二、國民中學教師對學習型組織之知覺因學校歷史、學校規模之不同 而有顯著差異。 三、國民中學教師對學校效能之知覺因年齡、性別、學校歷史、學校 所在地區、學校規模之不同而有顯著差異。 四、國民中學學習型組織與學校效能之間有顯著相關。 根據研究結論，提出以下建議： ㄧ、對桃園縣政府教育行政主管機關之建議 （一）定期舉辦學習型組織專業知能之教育訓練與研習活動，增 進教育人員對學習型組織與學校效能的正確認知，以提昇 教育品質。 （二）合理調整學校班級規模，讓國民中學學校規模朝中型學校 發展。 （三）補助偏遠學校的軟硬體設施，及補助清寒貧困學生，留住 教師，盡心盡力投入教學，以提升偏遠學校教育品質。 二、對學校、校長的建議 （一）建議國民中學校長善用教師特性、學校特性，營造符合學 校發展特色的學習型組織。 （二）善用資深教師經驗及其能力，指導、協助資淺或新進教師， 達到傳承優良班級經營與教學效果。 （三）學校應積極營造成為學習型組織，校長除以身作則參與 外，更應鼓勵與帶動同仁：建立共同願景、團隊學習、改 善心智模式、自我超越、系統思考，以提升同仁專業能力， 提升學校效能。 （四）衡量學校歷史、社區特性與特色，發展適應當地人文色彩、 地方特色的學校教育。 （五）從「系統思考」、「自我超越」、「建立共同願景」型塑學 校學習型組織，提高學校行政效能。 三、對教師的建議 （一）教師們應運用「建立共同願景」、「團隊學習」、「改善 心智模式」、「自我超越」、「系統思考」，以提升班級 經營與學校效能。 （二）年資淺或新進教師能夠向資深有經驗之教師虛心請教，並 多參加活動與研習進修，以提升專業知能。 （三）教師應追求自我超越，參與團隊學習，改善心智模式，以加 強教學效能 四、對未來研究的建議 對研究對象、研究方法及研究工具提出未來研究之參考。 / A Study of the Relationships between Learning Organization and School Effectiveness in Junior High School - Using Taoyuan County as Example Advisor：Min-Ju ching ,PH.d. Author：Jung-kun wen Abstract The purpose of this study was to explore the relationships between learning organization and school effectiveness in Junior High School. First,relevant literature on learningorganization and school effectiveness was collected,investigated, and analyzed.Next, the framework of the research was devised,“Questionnaire of the Investigation of Learning Organization and school effectiveness in Junior High School ”- was developed accrodingly. Then, Junior High School teacher were used as research population, from which 450 teacher in 45 schools were randomly sampled as research subjects. 393 copies of the 421 guestionnaires issued were returned, among which 393 copies were valid. The returning ratio was 87.33%.After questionnaires were collected, statistics methods, such as descriptive statistics, t-test, one-way ANOVA, Pearson,s product-moment correlation,were used to analyze the research data. Conclusions of this study are as follows： （1）Junior High School teacher situation are in the high-intermediary level. （2）Respondent show different perception on Learning Organization due to the differences of history of school,and scale of school. （3）Respondent show different perception on school effectiveness due to the differences of sex, age, history of school,region of school and scale of school. （4）There are significant relationships existed among learning organization and school effectiveness. Suggestions based on the above con clusions are proposed To the educational administration agencies,the junior high schools, teachers,and future studies.

本研究旨在瞭解北區公私立高中校長策略領導與學校效能之現況，並分析校長人口變項、教育人員人口變項、學校環境變項在校長策略領導以及學校效能的差異情形，最後探討校長策略領導與學校效能之關係。 本研究以問卷調查法為主，半結構式訪談為輔。問卷調查法以自編「高中校長策略領導與學校效能調查問卷」（內含學校基本資料、校長策略領導量表與學校效能量表）為工具，並依問卷調查歸納相關的問題，設計並確定訪談大綱，做為訪談的依據，實地訪談公私立高中校長各1位，以確認問卷設計之方向，並藉由整理訪談文字資料、編碼歸類整理，以綜合問卷調查與訪談資料，進行研究結果的分析與討論。修正後問卷以臺北市、臺北縣、基隆市、桃園縣、新竹市、新竹縣之公私立高中教育人員為研究對象，分層隨機抽取30所學校，共發出問卷467份，回收458份，有效問卷458份。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。研究結論如下： 壹、北區公私立高中教育人員知覺校長策略領導與學校效能之現況，屬良好程度。 貳、在校長人口變項中，校長不同學歷與服務年資在校長策略領導表現無顯著不同，而校長不同性別與不同年齡則有差異，其中以男性優於女性，「36～45歲」優於「46～55歲」及「56歲以上」。 參、在教育人員人口變項中，不同性別、年齡、年資在校長策略領導表現無顯著不同，不同職務則有差異，以「主任或秘書」及「組長」表現較佳。 肆、在學校環境變項中不同位置、規模、類別、屬性對校長策略領導之表現均有差異，以「61班以上」、「直轄市」、「私立」、「普通高中」表現佳。 伍、在校長人口變項中，教育人員對校長不同性別在學校效能覺知上並無差異，而不同學歷、服務年資、年齡有差異，以「36～45歲」、「5年以下」及「31年以上」、「碩士四十學分」及「博士」表現較優。 陸、在教育人員人口變項中，不同性別在學校效能覺知上並無差異，而不同年齡、年資、職務則有差異，以「56歲以上」及「46-55歲」、「5年以下」及「21-30年」、「主任或秘書」及「組長」表現較優。 柒、在學校環境變項中，不同位置、規模、類別、屬性對學校效能之表現均有差異，以「41-60班」及「61班以上」、「直轄市」、「私立」、「綜合高中」之表現較佳。 捌、高中校長策略領導與學校效能之間，有顯著的正相關。 玖、北區公私立高中校長策略領導對學校效能具有預測力。 最後依據研究結果與結論，提出具體建議，以作為高中校長、教育行政機關、以及未來研究的參考。 / This study aims to investigate the current development of the public and personal principal’s strategic leadership and school effectiveness and to analyze the differences in teachers’ and principals’ personal variables and school environmental variables concerning principals’ strategic leadership and school effectiveness in north area. Finally, it explores the relationship between principal’s strategic leadership and school effectiveness. This study employs the research method of questionnaire surveys and semi structured interviews. The survey is used in the study, including the school database, principal’s strategic leadership questionnaire and school effectiveness questionnaire. The frame of the interview questions was designed according to the findings from the questionnaire. Two principals, each from the public and personal senior school, were interviewed to clarify and extend the findings of the survey. Then, the data retrieved from questionnaires and interviews were compiled, categorized, synthesized and analyzed. The revised questionnaires are studied by the teachings who work in the public and personal senior high school of Taipei City, Taipei County, Keelung City, Taoyuan County, Hsinchu City, Hsinchu County. Then, use random sampling way to select thirty senior schools. 467 subjects are randomly selected, 458 questionnaires were returned, and there are 458 questionnaires were valid. Valid sample data was analyzed and processed using the methods of description statistics, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation and stepwise multiple regressions. Following is the summary of the study: 1. The awareness of the strategic of principals and school effectiveness in north area are in good condition. 2. In the variable of principals’ personnel, there is no significant difference in the principal’s strategic leadership in terms of principals’ seniority, and educational background. But there are some differences in terms of principals’ gender and age. The male is better than the female, and the age between 36 – 45 years old are better than 46-55 years old and above 56 years old. 3. In the teaching’s group, there’s no significant difference in the principal’s strategic leadership in terms of gender, age, and seniority. While there are some differences in terms of position. The chief of department, secretaries and section leader are above average. 4. There are significant differences in the principal’s strategic leadership from schools of different scales. Over 61 classes, in the metropolitan, private owned and ordinary senior high schools got better scores. 5. There is no significant difference in the principal’s strategic leadership in terms of gender. There are significant differences in terms of principals’ educational background, seniority and age to the school effectiveness, and the age between 36-45 years old, under 5 years experiences, over 31 years experiences, master degree and above got better scores. 6. In the teaching’s group, there is no significant difference in the recognition of school effectiveness in terms of gender. While there are significant differences in terms of age, seniority, and position. The age between 46-55 years old and above, under 5 years experiences, between 21-30 years experiences, chief of department, secretaries, section leader got better scores. 7. There are some differences in the school effectiveness from schools of different scales. 41-60 classes and above, in the metropolitan, private owned and compound senior high schools got better scores. 8. It shows significant positive correlation between principal’s strategic leadership and school effectiveness. 9. Principal’s strategic leadership of the public and personal senior high schools in north area demonstrates the predictability of the school effectiveness. This study is finalized at proposing practical suggestions based on the findings and conclusions to educational administration authorities, senior high school principals, educators and faculty for further study and reference.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.