HKIER

Abstract

The present study aimed at understanding the relationship of principal's instructional leadership to teachers' affective and attitudinal outcomes in terms of teachers' sense of efficacy, sense of community, and professional interest. A total of 756 teachers from 60 secondary schools were involved. The findings revealed that the instructional leadership of principals in Hong Kong secondary schools is characterized mainly by providing incentives for learning, enforcing academic standard, and maintaining high visibility. Teachers' sense of efficacy, sense of community, and professional interest were found to be highly correlated with all the twelve instructional leadership functions. The profiles of effective and ineffective instructional leadership defined by teachers' affective outcomes were mapped and they were found to be significantly different from each other. The public examination achievements of schools with effective instructional leadership were found to be significantly higher than that of schools with ineffective instructional leadership. Implications of the study were discussed for further research and administration practice.

摘要

本研究的目的在探討校長的教學領導行為與教師情感態度的關係。研究資料來自66所香港津貼中學，共765位教師。

研究結果顯示：（一）校長的教學領導行為與教師的有效感知、群體感知，及專業興趣有密切相關；（二）若以這三種教師情意態度的指標來區分教學領導為「有效能」與「無效能」兩組，則這兩組校長的領導行為及其學生的公開考試成績有顯著差異。