校长绩效与教学领导实践的相关研究

Jocelyn C. Montales, Gerry S. Digo
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摘要

目的:由于教育体制的不断改革,现在要求学校领导不仅要管理学校,还要提高教师的工作效率和学生的学习成绩。本研究旨在阐明校长的绩效与教学领导力之间的相关性。研究方法:本研究采用了描述性相关研究方法,使用问卷调查表进行数据收集。研究样本包括菲律宾索索贡省唐索尔市四个区的 53 名校长。为收集调查数据,发放了经研究人员验证的调查问卷。调查结果:结果表明,大多数学校的管理者都开展了多达三次的 LAC 课程,制定了多达四次的教学督导计划,观察了最多 10 名教师,并创建了一至三种有质量保证的学习评估方法。在他们的监督下,学校在 WINS 项目中最多获得两颗星。大多数参加 PHIL-IRI 考试的学生得分都在 20 分或以下。学校进行了三至四次地震演习,最多有 10 间教室,提供了学生手册,并在开学前最多进行了一次新生 介绍。然而,在显著性临界值为 0.05 的情况下,他们的绩效与实践之间的相关性的计算值大多低于临界值。结论在领域 3 的八个方面,校长们在教学领导力方面的表现和实践都给人留下了深刻印象。
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Correlational Study on the Performance of School Heads and their Instructional Leadership Practices
Purpose: School leaders are now required to not only administer the school but also to improve teacher effectiveness and student success due to continuing education system reforms. The purpose of this research is to elucidate the correlation between the performance of school heads and instructional leadership. Methodology: The study employed a descriptive-correlational research method using a questionnaire checklist for data collection. The research sample comprises 53 school principals from the four districts in the municipality of Donsol, Sorsogon, Philippines. Validated researcher-made questionnaires were distributed to collect data for this investigation. Findings: The results show that most school administrators conducted up to three LAC sessions, developed up to four instructional supervision plans, observed a maximum of 10 instructors, and created between one and three quality-assured learning assessment methods. The school, under their supervision, received a maximum of two stars in the WINS program. Most of the students who took the PHIL-IRI exam scored 20 points or below. The school conducted three to four earthquake drills, has a maximum of 10 classrooms, provides a student handbook, and conducted at most one orientation before the start of the school year. School principals demonstrate excellence in their instructional leadership practices across the eight strands of PPSSH-Domain 3. However, most of the calculated chi-square values for the correlations between their performance and practices were below the crucial value when assessed at a significance threshold of.05. Conclusion: School principals showed impressive results in their performance and displayed exemplary practices in instructional leadership across the eight strands of Domain 3. However, most of their performances were not significantly correlated with their practices in instructional leadership.
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