碩士 / 國立臺北教育大學 / 國民教育學系碩士班 / 100 / This research aims to explore how did elementary school principles do to lead their schools creatively, what were the factors that affected creative leadership and what difficulties that they faced and how they were solved. Six elementary school principles who participated in “Creativity and Imagining the Future in Education: Grades 1-9 Action Plan” were selected to be the interviewees on their creative leadership experience. Teachers in their school were interviewed for reflect the perception of principles’ creative leadership. The relevant documents were also gathered for the quantitative data analysis.
Results showed that elementary school principles’ creative leadership including: personal special creative performance, leading creatively to execute education policies or plans, leading creatively to encourage members of the schools , enhancing the quality of teaching and learning through creative leadership, promoting teachers professional growth continuously, shaping the creative organizational culture and sharing visions with members of the school ,and maintaining a good relationship between the community.
There are some external factors affecting principals’ creative leadership: the pressure of the principal election system, the low birth rate, integrating education policies or plans creatively, adequate community resources for assist the practice of creative leadership, community and environmental climate also affect principals’ creative leadership. There are some internal factors: personal intrinsic motivation, personality trait that like to try something new, thinking out of the box, positive thinking and using failure as a learning opportunity, playfulness, focus on ‘getting things done’ and ‘doing the right thing’ rather than just focusing on the outcome of the performance.
The principals used of the creative leadership to seek a stable support and assistance, bring external educational resources into the school, and seek out professional teacher assistance to solve the difficult of lack of resources. Use the plan to combine with daily curriculum, reduce the burden of the teacher, promoting and guiding members join the plan, shaping the campus overall participation to overcome the difficulty that teachers’ low participation. To solve the difficulty that parents are only focused on students' academic achievement, principal change parents’ views to creative courses through creative activities and curriculum.
Based on the above findings, the researcher suggested for the elementary school principles’ creative leadership and future recommendations.
Keywords: creative leadership, creativity, Creativity and Imagining the Future in Education: Grades 1-9 Action Plan
| Identifer | oai:union.ndltd.org:TW/100NTPTC790005 |
| Date | January 2012 |
| Creators | Hong-Yi Fang, 方虹懿 |
| Contributors | Wei-Wen Lin, 林偉文 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 135 |
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