本研究旨在瞭解臺北市公立高中職校長空間領導與行政人員工作滿意度之現況為何，並分析不同背景變項之行政人員於知覺其校長空間領導和工作滿意度之差異情形，更進一步探究二者之相關程度高低情形；輔以分析校長空間領導對於行政人員工作滿意度之預測力效果，最後，再以結構方程模式檢定校長空間領導與行政人員工作滿意度之間的適配效果。 本研究採問卷調查研究法方式進行數據資料蒐集，抽取臺北市全部公立高中職合計35所學校，一共發出700份問卷，回收621份問卷，其中有效問卷計574份，問卷有效率為82%。調查問卷資料處理以平均數及標準差進行描述性統計分析、t考驗、單因子變異數分析、Pearson積差相關、多元逐步迴歸以及結構方程模式等統計方法進行探究。最後，本研究獲致相關結果如下： 一、公立高中職行政人員知覺「校長空間領導」整體屬中高程度，而以「融入課程教學」構面知覺程度最高。 二、公立高中職行政人員知覺其「工作滿意度」整體屬中高程度，而以「人際關係」構面知覺程度最高。 三、行政人員不同背景變項分析，對於校長空間領導的知覺上，在性別上男性高於女性；年齡上51歲以上高於31-40歲；服務總年資則是26年以上者高於1-10年及11-15年者；行政年資21年以上高於6-10年者；以及職務則是專職組長高於兼職組長者，均達顯著程度之差異。 四、行政人員不同背景變項分析，對於其工作滿意度的知覺上，服務總年資26年以上高於1-10年者；學制類別則以高職學校高於高中及完全中學者，均達顯著程度之差異。 五、公立高中職校長空間領導整體與行政人員工作滿意度整體之關係，達非常顯著程度相關，係屬高度正相關，意即校長空間領導的情形愈佳，行政人員工作滿意度也愈高。其中校長空間領導以「使用者共同參與」構面對於整體行政人員工作滿意度相關性最高；另校長空間領導整體對於行政人員工作滿意度之「校長領導」構面相關性最高。 六、公立高中職校長空間領導對於行政人員工作滿意度具有顯著預測效果，其中以「使用者共同參與」預測力最佳。 七、校長空間領導與行政人員工作滿意度結構方程模式適配性尚佳。 最後依據研究結果與結論，提出各項建議供教育行政主管機關、校長以及未來後續研究之參考。 / This study aims to understand the status of a public high school level principal’s space leadership and administrative staff’s job satisfaction in Taipei city, and analyze the administrative staffs of different background about their principal’s space leadership and job satisfaction of the case. And this study also investigates the relevance of principal’s space leadership and administrative staff’s job satisfaction. In addition, analysis of principal’s space leadership for administrative staffs to predict the effects of job satisfaction. Finally, it tries to verify structural equation modeling for principal’s space leadership and administrative staff’s job satisfaction. The study adopts the questionnaire survey method. The main subjects of the questionnaire survey are directors, leaders and staffs in the high school level in Taipei city. The total numbers of questionnaires that were distributed to school is 700, 574 of which are valid. That is, the percentage of availability is around 83%. The collected datas are analyzed by the statistical method of descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation coefficient, multiple stepwise regression analysis and structural equation modeling. So the findings of the study are as follows: 1.Principals in the Taipei public high school level have medium-high degree performance on their practice of leadership with regard to space. And the highest score is the dimension of “ integrating into curriculum teaching“. 2.Administrative staffs of the Taipei public high school level evaluate consequences of the job satisfaction as medium-high degree. And the highest score is the dimension of “ relationship between the people”. 3.Administrative staffs who are male , aged over 51, years of service working more than 26 , years of administrative working more than 21, and serving as full-time team leader evaluate the principal’s space leadership higher degree than the others of the subjects. 4.Administrative staffs who are service working more than 26 years, and working in vocational high schools have a higher evaluation on their job satisfaction. 5.The relation between principal’s space leadership and administrative staff’s job satisfaction in Taipei city is positively correlated. The higher the principal’s space leadership is, the more administrative staff’s job satisfaction. 6.The principal’s space leadership shows a significant predictability on administrative staff’s job satisfaction, particularly 0n the dimension of “ the users joint participation “ with a highest predictability is on administrative staff’s job satisfaction. 7.The structural equation modeling shows the adaptability between principal’s space leadership and administrative staff’s job satisfaction. According to the above conclusions, the researcher is trying to provide some suggestions as further reference for the institution of education administration, schools and whom wants to be a principal.

Grounded in the qualitative tradition, the aim of this study was to explore how principals perceive the processes governing, tensions inherent in and consequences, of the secularisation of public schools in South Africa, against the backdrop of the old apartheid system. Principals are key informants who bridge the gap between the political arena and the individuals who are affected at the implementation level and therefore provide a valuable lens through which the process of secularisation can be explored. Eight principals, who had been in this position of leadership for at least eight years, participated in semi-structured interviews, which were then subjected to a thematic content analysis. Principals perceived the process as characterised by a lack of consultation and transparency, with no clear guidelines provided to them and no follow-through from the education ministry. They also perceived tensions in the manner in which principals continued to embrace Christian principles in the management of their schools. Tolerance and respect of different religions were identified as positive outcomes of secularisation but these were perceived to have been offset by the negative consequences of a moral collapse, an ungovernable school and a loss of identity among the students. Through exploring the nature of key socialising agents, in the educational arena, it became evident that the participants often conceptualised themselves as martyrs and perceived parents as morally neglectful. The changing role of the school, as an agent of religious education, was also explored. Overall, all the principals strongly agreed that despite the good intentions of the government in fostering a democratic society, the impact of secularisation had resulted in some unintended effects, including a negative impact on the moral development of the students. In sum they perceived that the negative consequences of secularisation outweighed the promises of the government’s overall secularisation vision.

I denna kvalitativa studie undersöks hur väl det lokala betygssättningsarbetet på en svensk gymnasieskola överensstämmer med styrdokumentens bestämmelser och riktlinjer för arbete med betyg och bedömning. Två rektorer och två lärare intervjuades om arbetssätt vid betygssättning i nuvarande betygssystem. På flertalet punkter tycks det arbete som förs med betyg och bedömning vara förenligt med befintliga nationella kriterier och föreskrifter för gott betygssättningsarbete. Resultaten vittnar emellertid om klara samverkansbrister. Paradoxalt nog blir detta än tydligare genom intervjuade rektorers åsikt att skolan ifråga har mycket goda förutsättningar för samverkan. Lärarna i studien är av klart avvikande uppfattning och hävdar att samverkansmöjligheterna är tämligen begränsade, och att samverkan bör utökas på så gott som alla nivåer i skolverksamheten; framförallt mellan gymnasieprogram, skolor och kommuner. Vidare efterfrågas en person som får till stånd fler bedömningssamtal. Missnöje uttrycks över rektorernas bristfälliga återkoppling av de organiserade betygsdiskussioner som förs, liksom deras påstått otillräckliga återrapportering av skolans betygsstatistik. Lärarna säger sig också sakna reella förutsättningar för kompetensutveckling i betygssättning. Rektorerna instämmer till vissa delar i att samarbetet mellan skolor och kommuner kan utökas, men verkar inte aktivt arbeta för att få till stånd någon förändring på detta område. De anser att betygssättningsarbetet sköts föredömligt av lärarna och engagerar sig därför endast i undantagsfall i sådant arbete, och då först när problem har uppstått. Varken lärare eller rektorer tycks ha reflekterat över elevernas roll i det lokala uttolkandet av betygskriterier. Ingen av de intervjuade berör ett utökat samarbete med skolans elever som ett led mot större samverkan. Detta kan ses som en konsekvens av gällande betygssystems avsaknad av krav på elevintegration vid utarbetandet av lokala betygskriterier, liksom varje skolas frivillighet att bedriva uttolkningsarbete. Författaren ser lagstiftning om obligatoriskt uttolkande på lokal nivå som en tänkbar väg för att säkerställa förekomsten av fortlöpande betygs- och bedömningssamtal. Då elever tycks vara en obrukad resurs föreslås även att de erbjuds större delaktighet i dessa samtal.

One of the challenges facing the education system in South Attica is a lack of the culture of teaching and learning. 1t is this challenge that prompted this research. The research investigated how the principal, as an instructional leader~ can restore the culture of teaching and learning in previously disadvantaged schools. A qualitative approach was used and three schools were selected in the Sambandou Circuit ofthe Northern Province. The research results showed that there are general and management factors that contribute to a lack of the culture of teaching and learning. Management factors include, amongst others, 1ack of staff development programmes and discipline. The general factors, on the other hand, include, amongst others, poor physical conditions and infrastructure in schools. In conclusion, the research recommended, amongst others, that principals conduct staff development programmes and supervise the work of educators and learners.

ABSTRACT Starting in September 1997, the Hong Kong Education Commission has adopted School Self-Evaluation as part of the framework of Quality Assurance Mechanism for promoting quality education culture in schools. Under a project initiated by the Chinese University of Hong Kong, some primary and secondary schools started to implement school self-evaluation in their school. The main purpose of this study was to investigate the effectiveness of this self-evaluation framework based on principals’ and teachers’ perception of these participating schools. The relationships among school self-evaluation, school cultural changes, teacher co-operative learning culture and principal leadership are also explored. Furthermore, this study examines whether other factors, such as school type, teacher gender, teacher ranking position, teachers’ year-of-teaching-career and Chinese cultural values, will affect the implementation of self-evaluation in schools. A mixed approach of methodology was adopted for this research work. The findings indicated that school self-evaluation can initiate teacher co-operative learning culture, which in turn effects cultural changes in these schools. Also, the above named components play specific roles in the school self-evaluation implementation – school cultural change process: teacher co-operative learning culture acts as mediator, school self-evaluation as moderator and principal leadership as change facilitator.

ABSTRACT Starting in September 1997, the Hong Kong Education Commission has adopted School Self-Evaluation as part of the framework of Quality Assurance Mechanism for promoting quality education culture in schools. Under a project initiated by the Chinese University of Hong Kong, some primary and secondary schools started to implement school self-evaluation in their school. The main purpose of this study was to investigate the effectiveness of this self-evaluation framework based on principals’ and teachers’ perception of these participating schools. The relationships among school self-evaluation, school cultural changes, teacher co-operative learning culture and principal leadership are also explored. Furthermore, this study examines whether other factors, such as school type, teacher gender, teacher ranking position, teachers’ year-of-teaching-career and Chinese cultural values, will affect the implementation of self-evaluation in schools. A mixed approach of methodology was adopted for this research work. The findings indicated that school self-evaluation can initiate teacher co-operative learning culture, which in turn effects cultural changes in these schools. Also, the above named components play specific roles in the school self-evaluation implementation – school cultural change process: teacher co-operative learning culture acts as mediator, school self-evaluation as moderator and principal leadership as change facilitator.

Det här är en kvalitativ studie som riktar in sig på rektorers uppfattning av sin roll i skolansarbete i samband med inkludering av nyanlända elever. Studien har en kvalitativ ansats ochhar en grundad teori som metod och empirin har samlats in med semistrukturerade intervjuer.Studiens tidigare forskning lyfter fram både nationella och internationellainkluderingsmodeller. Varje inkluderingsmodell har sina för- och nackdelar när det gäller hurnyanlända elever inkluderas på skolan. Idag finns två inkluderingsmodeller som är vanligast iSverige, antingen att nyanlända elever placeras direkt i en skolklass eller i enförberedelseklass. När det gäller skolans arbete i samband med inkludering av nyanländaelever har rektorn en central roll. Rektorns roll är komplex vilket visar sig i studiens resultat,framför allt i arbetet med att ge nyanlända elever rätt stöd. En slutsats som dras i den härstudien är att skolor kanske i större utsträckning borde använda sig av inkluderingsmodellenförberedelseklass för att kunna ge nyanlända elever rätt stöd. / This is a qualitative study that focuses on principals' perception of their role in the school'swork in the inclusion of newly arrived students. The study has a qualitative approach and hasa grounded theory that method and empirical have been collected with semi-structuredinterviews. The study's previous research highlights both national and international inclusionmodels. Each inclusion model has its pros and cons when it comes to how newly arrivedstudents are included at the school. Today, there are two inclusion models that are mostcommon in Sweden, either that newly arrived students are placed directly in a school class orin a preparation class. When it comes to the school's work in the inclusion of newly arrivedstudents, the principal has a central role. The principal's role is complex, as shown in thestudy's results, especially in the work to provide new arrivals with the right support. Oneconclusion drawn in this study is that schools should perhaps make greater use of theinclusion model preparation class in order to provide new arrivals with the right support.

To maintain a sense of identity and self-confidence, humans rely on cognitive structures that allow individuals to identify similarities between prior experiences and new ones brought about by change. Educators are subjected to work environments that are in a state of constant change brought about by continuous series of new educational policies that teachers are tasked to implement within their classrooms. The purpose of this phenomenological study was to examine how five elementary school teachers experienced and responded to educational policy changes that influenced their instructional practices. This study also investigated the role and influence school sub-cultures had on elementary school teacher's experiences of and responses to educational policy change, and the role school sub-cultures played in teacher-initiated change during periods of policy change. Data were collected through focus groups, interviews, and journal response by teacher-participants. This study was framed by two concepts: communities of practice , by which individuals, who share common concerns or passions, interact with others routinely to learn from one another in a way that improves his or her particular practice, and organizational culture which views organizations as structures that consist of multiple smaller groups or cultures. Following the phenomenological data analysis process described by Creswell and Patten, the primary themes that emerged from the experiences of the five teachers in this study were: 1) Perceived student academic needs , 2) The influence of the principal , 3) Curriculum changes and professional communities , 4) Professional development , 5) Grade level team influences , 6) Teacher identity , and 7) Teacher emotion . Findings of this study provide a deeper understanding of: teacher decision-making as they try to understand and integrate new policies into their instructional practices, the importance of how school principals lead and support teachers during periods of policy change, the inconsistency of professional support provided by their school district, and how changes in professional networks brought about by policy changes create conflict between teachers identities and altered educational environments. The findings of this study provide researchers insights for future research how teacher identities and communities of practice influence teacher responses to educational policy changes.

One of the challenges facing the education system in South Africa is a lack of the culture of teaching and learning. It is this challenge that prompted this research. The research investigated how the principaL as an instructional leader, can restore the culture of teaching and learning in previously disadvantaged schools. A qualitative approach was used and three schools were selected in the Sambandou Circuit of the Northern Province. The research results showed that there are general and management factors that contribute to a lack of the culture of teaching and learning. Management factors include, amongst others, lack of staff development programmes and discipline. The general factors, on the other hand, include amongst others, poor physical conditions and infrastructure in schools. In conclusion, the research recommended, amongst others, that principals conduct staff development programmes and supervise the work of educators and learners / Educational Leadership and Management / M. Ed. (Education Management)

本研究旨在探討宜蘭縣國民中學校長分布式領導、學校創新經營與教師教學效能之現況，剖析不同背景變項在校長分布式領導、學校創新經營與教師教學效能間之差異情形，進而探尋校長分布式領導、學校創新經營對教師教學效能滿意程度上的預測力；最後根據研究結果，提出建議。 為達上述研究目的，本研究採用問卷調查法，以宜蘭縣公立國民中學24所之正式教師、代理教師、特教教師(不含實習教師、代課教師)為研究對象，以分層隨機抽樣方式，共計發出600份問卷調查，回收率達92%，其中可用問卷達87.3%。並利用SPSS Statistics 18.0 統計套裝軟體進行各項統計及分析，獲得以下結論： 一、宜蘭縣國民中學教師知覺校長分布式領導為中高程度，以「清晰的結構與績效責任」之知覺程度為最高，「自信與自我謙遜的校長職位」之知覺程度為最低。 二、宜蘭縣國民中學教師知覺學校創新經營為中高程度，以「資訊科技創新經營」之知覺程度為最高，「外部環境創新經營」之知覺程度為最低。 三、宜蘭縣國民中學教師有中高程度的教師教學效能，以「教學氣氛」之表現程度為最高，「教學策略」之表現程度為最低。 四、宜蘭縣國民中學教師，因其年齡、服務年資、擔任職務及學校歷史之不同，而有不同的校長分布式領導知覺感受。 五、宜蘭縣國民中學教師，因其服務年資、擔任職務及學校歷史之不同，而有不同的學校創新經營知覺感受。 六、宜蘭縣國民中學教師，因其年齡、服務年資、教育背景及學校歷史之不同，而有不同的教師教學效能表現。 七、宜蘭縣國民中學校長分布式領導、學校創新經營與教師教學效能的知覺及各分層面，彼此之間具有正相關關係。 八、宜蘭縣國民中學校長分布式領導、學校創新經營對教師教學效能具有預測作用，以學校創新經營之「課程與教學創新經營」的預測力最佳。 / This research focuses on exploring current School Principal’s Distributed Leadership, School Innovative Management, and Teacher Teaching Effectiveness in Yilan Junior High Schools. This involves dissecting the effect of different external variables on distributed leadership, Innovative Management, and Teacher Teaching Effectiveness, and subsequently explores the level of predictability of Distributed Leadership and School Innovative Management on Teacher Teaching Effectiveness. Last but not least, actionable recommendations are provided based on insightful findings。 To achieve the research objective above, formal surveys were given and collected on full-time, full-time substitute, special education teaching staff across 24 Junior High Schools in Yilan. Using stratified random sampling method, 600 surveys were sent out with 92% reply rate, and with 87.3% surveys used for final analysis. The research uses SPSS Statistics 18.0 software to calculate related statistical results and analysis insights with the following conclusions: 1.Teaching staff across Yilan Junior High Schools consider School Principal’s Distributed Leadership Level as Medium to High, with the highest awareness in “Clear Structure and Accountability”, and lowest awareness in “Confidence and Modesty” 2.Teaching staff across Yilan Junior High Schools consider School Innovative Management as Medium to High, with the highest awareness in “Information Technology Innovation Management” and the lowest awareness in “External Environment Innovation Management” 3.Teaching Staff across Yilan Junior High Schools receive Medium to High level of Teacher Teaching Effectiveness. With the highest awareness in “Teaching Environment” and lowest awareness “Teaching Strategy” having the lowest awareness 4.There were variations in perspective of School Principal’s Distributed Leadership among teaching staff in Yilan as the result of differences in Age, Tenure, Position, and School history 5.There were variations in perspective of School Innovative Management among teaching staff in Yilan as the result of differences in Age, Tenure, Position, and School history 6.There were variations in Teacher Teaching Effectiveness among teaching staff in Yilan as the result of differences in Age, Tenure, Position, and School history 7.Across Junior High Schools in Yilan, School Principal’s Distributed Leadership, School Innovative Management, and Teacher Teaching Effectiveness are positively correlated 8.School Principal’s Distributed Leadership and School Innovative Management are predictive of Teacher Teaching Effectiveness, and with “Curriculum and Innovation Management” having the best predictability