Tesis: "Kindergarten principals"

1

Wong, Tricia Kwok Sai. "A case study of leadership of kindergarten principals in Hong Kong". Queensland University of Technology, 2006. http://eprints.qut.edu.au/16232/.

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Little attention has been paid to how kindergarten principals in Hong Kong enact their leadership and how their leadership is related to the gender of the principals and to the culture of the society. This study therefore aimed to document and explore how two kindergarten principals in Hong Kong conducted their leadership in respect of what they did, why they did so, and how they experienced their leadership, with a view to understanding the leadership conduct of these principals and to shedding light on the issues of women and the role of culture in school leadership. Both participants were female. One of the leaders was the principal of a non profit-making kindergarten which had joined the government's subsidy scheme, and the other was a principal of a profit-making kindergarten that had not joined the scheme. A series of in-depth, semi-structured interviews were conducted with the principals along with observations of what they did on specific days as well as an analysis of documents the principals used in their work. Rich and thick data were obtained regarding what these principals did in leading staff to offer an education to children, and the beliefs, values and motives underlying their leadership. Both principals exercised strong and direct control over what to teach children, how teachers engaged in their teaching, and the activities designed to promote the kindergartens to the public to recruit children. They did so because of their beliefs about the importance of these matters for defining the kind of education to offer to children, their determination to lead well, and their perception of staff being insufficiently competent and motivated. Both exerted much less control on matters perceived as less important to enhancing the survival of the kindergartens. One of the principals was concerned about adverse effects of how staff viewed her leadership, which arose from the strong control she exercised. In light of her perception of the propriety of caring behaviour towards others in a kindergarten, she exhibited caring and teamwork behaviour aimed partly at minimising the adverse effects of her strong control. The other principal was not concerned about negative effects on staff of the strong and direct control she exercised, but still demonstrated a range of behaviour, including caring and teamwork behavior, to motivate staff to perform. The findings show that these leaders considered a host of factors in enacting their leadership, and thus suggest that current theorizing of women in leadership needs to capture an extended range of complex factors that may influence how female leaders conduct and experience their leadership. In addition, the findings add to current theorizing about the motives underlying the enactment of leadership, in that control was enacted to conform to cultural expectations and to ensure adequate staff performance, while caring was enacted to minimize the adverse effects on staff of control or as means to motivate staff. The findings also show that the two leaders made active use of culture to influence staff, and experienced tensions coming from competing cultural values and norms. These are aspects that have not been addressed by current theorizing of the role of culture in school leadership.

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2

Yip, Heung-ling y 葉香玲. "A study of kindergarten principals as mentors for initial teacher education". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B42574912.

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3

Yip, Heung-ling. "A study of kindergarten principals as mentors for initial teacher education". Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B42574912.

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4

Parton, Joy Brown. "Classroom Placement of Twins Triplets and Other Multiples in Grades Kindergarten Through Eight in East Tennessee Schools: East Tennessee Principals Perceptions". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1319.

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The purpose of this study was to learn from kindergarten- through 8th-grade principals in East Tennessee (a) what policies guide their decisions regarding classroom placement for multiple-birth children; (b) what postsecondary training they have; (c) what sources guide their decisions; (d) what knowledge they have of the needs, relationships, and bonds of multiples; and (e) what their perceptions are regarding how to best meet the needs of multiples. Data were collected through interviews with a purposeful sample of 10 principals of kindergarten- through 8th-grade schools. Five themes emerged forming constructs for organizational framework: (a) learning environment, (b) meeting individual needs, (c) communication, (d) culture, and (e) perceptions. Based on the research, the following conclusions were presented: Prior to Tennessee Code Annotated, Section 49-6-3102, effective July 1, 2010, none of the school systems had placement policies. Most principals had no postsecondary or graduate school training specific to and were not knowledgeable of the educational psychology of multiples or implications regarding their developmental, emotional, and academic issues. Most said on-the-job training was their only instruction. Few principals were aware of the needs, relationships, and bonds of multiples. Principals stated their conviction that separating multiples would promote individuality and foster independence. Findings from this study might result in colleges modifying their teachers' education curriculum to include the educational psychology of multiples and implications regarding their developmental, emotional, and academic issues. Principals currently serving should enlighten themselves regarding the educational psychology of multiples to include the dynamics of the multiples' relationships and the bond that exists between them. School districts should provide education for staff regarding the development of multiples. Principals should recognize parents of multiples as their best source of guidance and look to school psychologists as resources. It is recommended that principals work with families, become more acquainted with multiples, and seek their opinions when making decisions that affect them. It is recommended that if principals want to help multiples become independent and develop as individuals, they should learn to tell them apart and call them by their individual names rather than twin or triplet.

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5

Dodge, Terri. "Impact of Standardized Testing Emphasis on Teaching and Learning in Kindergarten through 12th Grade in United States Schools: East Tennessee Principals' Perspectives". Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2103.

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The pressure to perform on standardized tests in the United States has become intense. Increased accountability has caused principals to think about their perceptions of standardized testing with regard to accountability measures, test validity, use of test data, impact of testing on the curriculum, and stress related to testing. The purpose of this study was to investigate kindergarten- through 12th-grade principals' perceptions of standardized testing. The study included 91 principals of Title I and nonTitle I schools located in 8 rural East Tennessee school districts. Data were gathered using a survey instrument to determine principals' opinions of standardized testing. There were 4 predictor (independent) variables in this study: Title I status of the school measured by status (Title I school and nonTitle I school), gender predictor variable, predictor variable of highest degree earned by principals (master's, specialist, and doctorate), and predictor variable of experience in current position (1-6 years, 7-14 years, and 15-39 years). The data analysis focused on 5 dimensions of standardized testing. The 5 (dependent) variables were: (a) general impact-accountability, (b) validity of standardized tests, (c) use of standardized tests in individualizing instruction, (d) impact on curriculum, and (e) stress related to standardized testing. The findings reflected that in general, principals had a positive view of standardized testing; however, the study showed that there was agreement among principals that standardized testing has limitations, particularly in the area of fairness to ethnic groups. The research indicated that principals use test data in many ways to improve their schools. Regardless of Title I status, gender, highest degree earned, and years of experience in current position, there were no significant differences in principals' opinions of standardized testing regarding the 5 dimensions of standardized testing.

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6

Moore, Wendy. "Mixed Methods Study Exploring the Perceptions of Elementary Principals Regarding Grade Retention of Kindergarten and First Grade Students in Rural Idaho Districts". Thesis, Northwest Nazarene University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10279355.

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Thousands of students across the United States are retained annually in their current grade level for a variety of reasons, but primarily retention is due to academic grade level performance, on local or state standardized tests. The push for higher student accountability has led states and school districts to implement intervention policies to try to bridge the gap for under achieving students. This study focuses on the perceptions of administrators in rural districts and the pros and cons of grade level retention in primary grades. Although there is no one factor able to determine the success or failure of grade level retention as a primary grade level intervention, key findings from the study identify retention is used frequently as an intervention among many rural districts.

Findings from this study indicate that there are three main reasons administrators retain students: 1) allow students time to mature, 2) academically more than two grade levels behind peers, and 3) allow students additional time to catch up with peers. Administrators indicated that besides social demographics, social maturity played a large role in a student’s readiness for a formal education.

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7

Cameron-Minard, Doris. "An Exploratory Study of Student Retention in Kindergarten and Grade One and the Associated Decision Making Processes as Perceived by Principals and Teachers". PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/1137.

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Students who fail to achieve in school are frequently retained in grade to remediate their lack of satisfactory progress. In this study, elementary school principals, kindergarten, and first grade teachers were interviewed to explore their perceptions of the decision making processes used in recommending retention. The belief systems which underlie their reliance on retention as a remedial option were also examined. Three research questions were addressed: 1. What is the relationship between the written retention policy of a selected school district and the actual decision making process used by its schools? 2. What are the influences by district socio-economic level which impact the decision making process used in student retention? 3. What are the perceptions across district socioeconomic level of teachers and principals regarding the use of retention as an intervention for students? Some additional questions related to the three research questions were also explored in the study. The primary method of data collection consisted of interviews with nine participants. In addition, principals, kindergarten, and first grade teachers from 12 schools, representing three socio-economic levels, were surveyed. Data were integrated to develop a more complete narrative of retention practice as perceived by these practitioners. The results of this study indicate several factors influence retention decision making and practice: 1. expectations of other teachers 2. pressure of curriculum standards 3. the availability of alternatives 4. the perceived needs of students 5. the belief systems of teachers 6. knowledge of retention research. Recommendations are presented for encouraging practice more aligned with current research and to assist district policy makers in developing alternatives for retention. The research suggests that future study be conducted to further explore teacher belief systems underlying retention practice.

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8

Rieke-Smith, Susan. "Principal-Agent Relations in Oregon Education Policymaking: The Case of Full-Day Kindergarten". Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19334.

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The exercise of federal and/or state power is inherent to policymaking. The principal-agent theory, borrowed from economics, describes the difficulties in motivating one party (agent) to act in the best interests of the other party (principal). The theory provides insights into the roles of self-interested choice, information asymmetry, and sense making in political relationships. The extent to which the state understands the inherent challenges expressed in this dynamic and is responsive to the local school district’s specific circumstances is not well understood and thus presents an opportunity for research. This mixed methods study uses a confirmatory approach to analyze Oregon’s 40-40-20 education reform legislation and the state’s ability to operationalize education reform through the principal-agent framework, focusing on the implementation of full-day kindergarten legislation.

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9

Trivette, Carol M. "Principles of Adult Learning in Action". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4456.

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Come join the Military Families Learning Network Early Intervention team on Weds. March 30 from 12:30-1:30 ET for an interactive discussion related to the webinar held on Mar. 17. We want to hear your thoughts, opinions, and experiences related to the Key Points Carol Trivette, PhD shared during the webinar and how you've applied these points recently in your own practices. Were you not able to participate in the webinar on the 17th? No worries! We'd still love to hear from you! Come share your expertise and learn from others during this interactive forum.

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10

Almazeedi, Hanan. "An investigation of the perceptions of parents, teachers and principals concerning parental involvement in kindergartens and primary schools in Kuwait". Thesis, University of Newcastle Upon Tyne, 2009. http://hdl.handle.net/10443/2255.

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Research conducted over nearly a quarter of a century has shown convincingly that children are more successful students at all grade levels if their parents participate at school and encourage education and learning at home (Epstein and Dauber, 1991). Despite the existence of considerable evidence of the positive effect of parental involvement on students' academic success and school development, few studies have been undertaken to examine parental involvement in Kuwait. Hence, little is known about the attitudes and opinions of parents, teachers, and principals towards certain types of parental involvement practices and their willingness to establish ongoing two-way communication to foster children's success at school. The aim of this study is to investigate the perceptions of parents, teachers and principals about parental involvement in kindergarten through grade three in primary school in Kuwait schools in Hawalli district. Data collected from the three groups were employed to examine the ways that parents are involved and how they desire to be involved in their children's schooling. The influence of family background factors on parents' current participation at home and school as well as barriers hindering parents' participation in Kuwait schools were identified. To achieve its goals this research adopted a mixed methods design utilizing three sequential and complementary (quantitative and qualitative) methods. The study sample consisted of 12 focus groups of a total of sixty teachers, 14 interviews with principals and 430 parents who completed questionnaires. Findings from the study revealed that parents, teachers and principals agreed that parents' levels of participation in home-based involvement were generally higher than their levels of school-based involvement. The influence of family background factors was examined. Child grade level, family size, and the parent's gender, level of education and employment were each found to have a significant influence on certain types of parental involvement. The parent's lack of time and time conflicts with school schedules emerged as major barriers to family involvement as perceived by parents, teachers and principals. The findings also revealed that parents and school personnel have different perceptions of their roles. The strict nature of the educational system in Kuwait and attitudes among school staff created some limitations to the participation of parents in certain types of activities. Overall, the findings of this study could be used to provide helpful recommendations that might enhance parental involvement in a meaningful way and contribute to the success of children and improvements in schools.

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11

Wheeler, John J. y David Dean Richey. "Behavior Management: Principles and Practices of Positive Behavior Supports". Digital Commons @ East Tennessee State University, 2014. http://amzn.com/0133386600.

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The case studies provide realistic portrayals of current dilemmas in policing, courts, corrections, and juvenile justice. Political and noble cause corruption, perjury and judicial/prosecutorial misconduct, ethnic and gender prejudice, and many other social and criminal justice themes are featured. Following each scenario are thought-provoking questions to facilitate personal reflection and class discussion. Each section contains a bibliography of topical books and articles for readers interested in a more in-depth treatment of the issues.
https://dc.etsu.edu/etsu_books/1030/thumbnail.jpg

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12

VanLoo, David B. "Adequacy of written spelling fluency as a dynamic indicator of phonological awareness and the alphabetic principle in kindergarten and first grade students /". view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095280.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 98-103). Also available for download via the World Wide Web; free to University of Oregon users.

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13

Trivette, Carol M. "How to Support Parents and Professionals in Early Intervention: Principles of Adult Learning". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4452.

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Young children with disabilities have better outcomes when their families and caregivers receive the necessary resources and supports to implement high quality practices. This session will set the framework for how adults learn and how they can learn to implement new practices and modify current ones to have the greatest impact on young children. In this 90 minute interactive webinar session participants will: Discover a systematic way to develop and present new information to effect change in practice, whether in “coaching” sessions with families or professional development sessions with colleagues. Learn how to implement new practices or modify current practices to meet the needs of military families facing unique circumstances such as deployment, relocations, and post-combat challenges. Gain adult learning tools and resources, which they can apply to their work with families and colleagues.

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14

Floyd, Susanna M. "The Development of Teacher Training Principles from Identified Teacher Concerns Related to Mainstreaming in a Day Care Center". Digital Commons @ East Tennessee State University, 1988. https://dc.etsu.edu/etd/2676.

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The problem of this study was to identify teacher training principles which would aid day care teachers in integrating handicapped children into their classrooms. This was a descriptive study which utilized a questionnaire methodology. The questionnaire was administered to teachers of randomly selected day care centers in Tennessee. The sample size was 347. The questionnaire identified from the literature review was the Stages of Concern Questionnaire. The questionnaire was designed to identify concerns of individuals toward an innovation. The instrument was modified to be used in identifying the concerns of day care teachers toward mainstreaming young handicapped children into day care centers. Descriptive statistics were used to analyze the data obtained from 105 respondents to the 35-item questionnaire. Analysis of the data collected to answer the research questions revealed the following: The educational and training background of teachers involved in mainstreaming should be developmentally oriented. From a developmental base day care teachers can make the transition from teaching normally developing children to teaching an integrated classroom by mastering five additional topics: assessment techniques, systematic planning techniques, knowledge about developmental exceptionalities, knowledge and teaching skills related to the promotion of positive social interaction of children, and an understanding of the additional job demands of an integrated classroom. The concerns of individuals tend to be developmental and tend to move from self concerns (Stages 0, 1, 2) to task concerns (Stage 3) to impact concerns (Stages 4, 5, 6). The movement through the stages of concern can be facilitated but not forced. The person(s) planning the interventions or training must plan training that helps resolve existing concerns while facilitating the individual(s)' move to the next stage of concern (Hord, Rutherford, Huling-Austin, & Hall, 1987). Teacher training principles were designed using the findings obtained from the questionnaire. The mainstream topics suggested by the review of literature necessary for teachers of integrated classrooms were cross-tabulated with the intervention strategies suggested by the stages of most intense concerns. The suggestions obtained from the review of literature related to the format of adult inservice training were considered as factors in the presentation of the intervention strategies. (Abstract shortened with permission of author.)

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15

Thornton, Kimberly. "Early Childhood Education Trainers' Knowledge and Use of Andragogical Principles". Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13812056.

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Early childhood education (ECE) teachers often lack the experience and skills to provide children with supports necessary to foster academic and social skill development. Professional development can improve ECE teachers’ skills, but ECE trainers often lack understanding of adult learning principles, known as andragogy. Knowles’ conceptual framework of andragogy was used to explore the knowledge and use of andragogical principles of 8 ECE trainers selected via criterion-based purposive sampling. The research questions focused on ECE trainers’ knowledge and use of andragogical principles. Three cases, each consisting of 2 or 3 live professional development trainings for early childhood educators, were used in this study. Data sources included (a) observations of ECE trainings, (b) semi-structured interviews with ECE trainers, and (c) content analysis of ECE training materials. Thematic analysis revealed that although participants were not formally trained in andragogy and were unfamiliar with the associated verbiage, most had a strong grasp of andragogy and used andragogical principles to drive the development and presentation of their training materials. The 3 main themes that emerged were (a) lack of training/background in andragogy, (b) training strategies employed, and (c) training design. Findings from this study provide an original contribution to the limited existing research on the professional development of early childhood educators and expand the existing body of research on andragogy. This study contributes to social change by revealing that trainers may benefit from formal andragogical training, which may then improve the education provided by ECE teachers to young children.

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16

劉家宇. "Teachers' Views about Kindergarten Principals' Internal Marketing". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/36909301338347384409.

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碩士
國立臺灣師範大學
人類發展與家庭學系
101
The purpose of this study is to discuss teachers’ views about kindergarten principal’s internal marketing. Using steps, channels and essentials of internal marketing are included. The study used a questionnaire that named “teachers’ views about principal’s internal marketing in private kindergarten” by self-edited. The samples were 173 teachers who working at private kindergartens in Taipei City and New Taipei City. The data of questionnaire were analyzed by descriptive statistics, one-way ANOVA, Pearson correlation coefficient, and hierarchical regression. The important findings of research: 1.In essentials of principal’s internal marketing (“environment of communication and power”, “concern and encourage” and “professional development”), “professional development” is the highest score of average and “concern and encourage” is the lowest. In steps of principal’s using internal marketing’s channels, “face-to-face” is the most commonly used channel. 2.About teachers’ views with different backgrounds to principal’s internal marketing. First, “management types” of kindergartens have significant differences in essentials of principal’s internal marketing and communication attitude (including principal can talk to teachers with a positive attitude, respect for teachers’ opinions and accept opinions when teachers use various channels) , then teachers who working at kindergarten of chain and non-profit organization, their views were better than working at personal operator’s. Second, numbers of “classes” in different kindergartens also have significant differences. Research found that 7-9 classes in kindergarten, teachers’ views (“whole views of internal marketing essentials”, “environment of communication and power”, “concern and encourage”) were worse than others. That means 7-9 classes in kindergarten, principal’s internal marketing of these three aspects can’t be support by teachers who working in it. 3.Teachers who weekly talking time with principals have positive correlation in whole views of internal marketing essentials and each. That shows if the more talking time longer, the more better to teachers’ views about principals’ internal marketing. But, generally speaking, research is also found that under 1 hour is the most choice when asked teachers how long they talk with principals weekly. Besides, the more employees and classes in kindergartens, the less talking time to teachers with principals. 4.Communication attitude has medium and high positive correlation in whole views of internal marketing essentials and each. After controlling background variables, talking time, communication channels and communication attitude, also found that “communication attitude” could most effectively predict teachers’ views about principals’ internal marketing, the second is weekly talking time. But principals used various or single types of communication channels are not an effective prediction factor to the views about principals’ internal marketing. According to the results, suggestions of “talking time between principal and teacher”, “communication attitude”, kindergarten which management type is “personal operator” and “7-9 classes” were proposed , and gave it to practitioners and future studies.

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17

Chung, Fang-Ling y 鐘芳玲. "A Study on Kindergarten Principals’ New Transformational Leadership and Marketing Strategies of Kindergarten". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/70592226194559566868.

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碩士
朝陽科技大學
幼兒保育系碩士班
99
The research investigates the realities of new transformational leadership of kindergarten principal and kindergarten marketing strategy and their relations, then made conclusion and suggestions based on the findings in order to raise kindergarten supervisors’ and staff’s awareness on the importance of new transformational leadership and kindergarten marketing strategies as well as to provide related information in order to improve the quality of early childhood education. The research employs document analysis to first compile related literature according to diverse culture aspects, which will serve as the basis of this research. After a framework is drafted, the questionnaire “new transformational leadership of kindergarten principal and kindergarten marketing strategy” is made as tool for the research. The interviewees in the research include 511 principals and 1004 teachers from public and private kindergartens in Taiwan. The data from the survey is analyzed through descriptive statistics, reliability analysis, t test, analysis of variance, Pearson’s correlation & linear regression to come up with the following conclusions: 1. On the recognition of the importance of the principals’ new transformational leadership, the staffs realized the importance of the new transformational leadership of their principals most positively when this group of leaders hold the title of principal or full time executives, aged between 40-49 or 50 and above, with seniority of between 20 to 29 years or 30 years and above, who are running private kindergartens with 4 to 6 classes or 7 to 9 classes. 2. On the principal’s implementation of new transformational leadership, the staffs realized their principals best achieved new transformational leadership when this group of leaders hold the title of principal or full time executives, aged 50 and above, with seniority of 30 years and above, who are running private kindergartens with 4 to 6 classes or 7 to 9 classes. 3. On the realization of the importance of kindergarten marketing strategies, the staffs best realized the importance of kindergarten marketing strategies are male with graduate school education (including equivalent courses), aged 20 to 29 or 30 and above, with seniority of 30 years and above. 4. On the implementation of kindergarten marketing strategies, the staffs best implement kindergarten marketing strategies are male with seniority of 20 to 29 years, who are in a school with 4 to 6 classes or 7 to 9 classes. 5. Whether in new transformational leadership of kindergarten principal or kindergarten marketing strategy, substantial differences can be seen in all levels between the recognition of their importance and the actual implementation, which shows the significant difference between knowing and doing. 6. The realization of the importance and implementation of new transformational leadership of kindergarten principal or kindergarten marketing strategy shows show a significant difference in all levels, which indicates a significant gap between the recognition and the implementation of a single concept by staffs. 7. In some levels, the importance recognition and the implementation of the new transformational leadership of kindergarten principal or kindergarten marketing strategy are obliviously related and are in many cases in medium positive relation. 8. The combination of new transformational leadership of kindergarten principal and kindergarten marketing strategy has its important impacts in all levels no matter in terms of importance recognition and implementation. In which, the diverse culture aspect of a new transformational leadership can best predict the different aspects of marketing strategies. While the new transformational leadership can best explain the product, personnel and distribution strategies in a kindergarten marketing strategy. This shows that the recognition and actions by new transformational leadership can provide the best room for development of the product, personnel and distribution strategies in a kindergarten marketing strategy. Diverse culture will be an important characteristic for new transformational leadership in principals and an important factor affecting the content of kindergarten marketing. Based on the research process and result, we provide the following advises; 1. Include the concept of diverse culture into the education mindset 2. Keep on self-education to promote the implementation of new transformational leadership into real leadership and teaching scenarios. 3. Expand knowledge to enhance the understanding of marketing theories and their meaning to avoid prejudice 4. Use new transformational leadership to promote kindergarten marketing 5. Senior teachers and junior ones should maintain good interactions 6. Different kindergartens across region, stage and field should learn from each other in order to achieve sustainable operation Recommendations for future research include: 1. Increase qualitative studies and supplement with quantitative interpretive data. 2. Investigate detailed differences among subjects. 3. Examine the subsequent influence of administrative domain and changes in rank on the educational industry. 4. Introduce a third variable into the recent research sample to examine the impact of new transformational leadership and marketing strategies. 5. Continue to improve the measurement scale.

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18

Lee, Ming Jung y 李明中. "The study on the view-point of kindergarten accreditation held by Taipei kindergarten principals". Thesis, 1997. http://ndltd.ncl.edu.tw/handle/09193466371921594284.

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19

Li, Chin-Kuei y 李金桂. "Comparison of Kindergarten Principals and Teachers’Attitude Toward Parent Participation". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/v7u8be.

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碩士
朝陽科技大學
幼兒保育系碩士班
94
Comparison of Kindergarten Principals and Teachers’ Attitude towards Parent Participation Abstract This study aimed to investigate and compare kindergarten principals and teachers’ attitude towards parent participation. Specifically speaking, the main purposes of this study included: (1) to understand the difference between kindergarten principles and teachers in their attitudes toward parent participation; (2) to understand the difference in the types of parent participation in the activities conducted by kindergarten principals and teachers; (3) to investigate the factors faced by kindergarten principals and teachers that obstruct parent participation; (4) to investigate the suggestions for kindergarten principals and teachers to improve parent participation. To achieve the above objectives, this study was mainly based on questionnaire survey aided with semi-structured interviews. The main research tool was the adapted “Survey on Parent Participation in Kindergarten Education”. The research subjects were principals and teachers in the public and private licensed kindergartens in Nantou County. A total of 402 questionnaires were issued, and 351 returned were valid. The response rate was 87%. At last, a semi-structured interview was conducted on 6 subjects. Based on the study results, the following conclusions were derived. Generally speaking Kindergarten principals and teachers’ attitudes toward parent participation, types of implementation, obstructing factors, and promoting methods were not affected by position, kindergarten properties, gender, age, length of teaching experience, and education background. Generally speaking, most of the principals and teachers possessed positive attitudes toward parent participation, and only a few of them worried that parent participation would weight the burden on administrative and teaching staffs and interfere with the development and operation of the school. Besides, in the types of parent participation, direct communication type was the most common one, followed by the traditional and non-traditional communication types. “Parents are too busy to involve in the kindergarten’s affairs” was one of the major factors impeding parent participation, and “teachers should enhance their teaching ability and confidence” was the major suggestions for promoting parent participation. To sum up, it should be highly approved that kindergarten principals and teachers all possessed positive attitudes toward parent participation. However, how to help parents really become a partner of their child, teachers, and the school, and further make children’s learning process more meaningful would be a direction that educators should strive for.

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20

Chiang, Hsing-Yu y 蔣欣妤. "The Study of Practical Intelligence Measurement for kindergarten Principals". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/58777148863402457216.

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碩士
樹德科技大學
幼兒保育學系
93
Abstract This study was aimed at developing a set of situational judgment inventory (SJI) to measure practical intelligence of kindergarten principals. In this measures, kindergarten principals was given written scenarios of various work related situations and then asked to rate the effectiveness of options for dealing with the situation presented. Questionnaire survey was conducted with 300 kindergarten principals from Kaohsiung City, Kaohsiung County and Pingtung County. All collected empirical data were analyzed by confirmatory factor analysis (CFA) and analysis of variance (ANOVA). By utilizing second order CFA analysis to examine the hypothesized measurement model, we found its goodness of fit was acceptable. The ANOVA result illustrated: kindergarten principals with higher seniority and salary showed highest tendencies in all aspects of practical intelligence. Based on the findings, suggestions for principal's practical intelligence measurement, promotion of and further researches were included in this study.

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21

Wang, Yi-yun y 王怡云. "A caseA Case Study on the Leadership of Kindergarten Principals". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/42102033753055252123.

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博士
國立臺灣師範大學
人類發展與家庭學系
94
A Case Study on the Leadership of Kindergarten Principals Abstract The subjects of this research were two outstanding and senior kindergarten principals. The original research objective had been to understand the leadership concepts and behavior of the principals through the interactions between the kindergarten principals and other teachers. However, the researcher later found that the leadership behavior of these two principals was similar to that of "Paternalistic Leadership" during data collection and analysis. As a result, this research turned to analyze the leadership of kindergarten principals with the theories of paternalistic leadership. Using the methodology of case study, the researcher collected data through long-term observation, interviews, documentation, and on-site notes in the research kindergartens between March 2004 and March 2005. With on-site observation of once or twice a week, the researcher paid 54 visits to Xiaoxiao Kindergarten and 42 visits to Dadi Kindergarten. Both kindergarten principals were interviewed formally twice respectively and informally several times. A formal interview with teachers in both schools was also conducted respectively. The conclusions of this research were as follows: 1. Both outstanding kindergarten principals adopted different leadership concepts and behavior when contexts changed. The leadership concepts of Principal Ji of Xiaoxiao Kindergarten were "Presentation of authority", "Caring", "High regard for professional ethics", and "Strong focus on personal image" while Principal Li of Dadi Kindergarten adopted "Formation of group participation", "Empowerment and respect", "Caring", and "Presentation of authority". 2. Similarities in leadership behavior between both outstanding kindergarten principals included: performing different leading behavior when contexts changed, caring and planning for the career development for teachers, supporting and stressing the on-the-job studying and development while working, and stressing work ethics. 3. Differences in leadership behavior of both outstanding kindergarten principals: authority presentation in different aspects, different assumptions of personal values, and different approaches of bringing teachers together. 4. Both outstanding kindergarten principals shared the same leadership dilemmas, which were the management and leading of employees. Principal Ji said that the largest dilemma lied in the recruitment of new teachers while Principal Li pointed out that the staff changes during the changeover between academic years was a big problem. 5. Both outstanding kindergarten principals demonstrated the features of "Paternalistic Leadership Behavior" in their leadership behavior. 6. Both outstanding kindergarten principals shared some common leadership behavior: "Leading with both care and authority", "Stress on work ethics", "Maintenance of face and image." Based on the research findings, some relevant recommendations were made for kindergarten principals, teacher training institutions and future studies. Key words: kindergarten, kindergarten principal's leadership, paternalistic leadership style

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22

簡志峰. "A study of male and Female Principals’ Leadership in the Kindergarten". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/82130989222179342718.

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23

Kuo, Fang-chen y 郭芳辰. "A Study of Principals'' Curriculum Leadership and Teachers'' Teaching Effectiveness in Kindergarten". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/auy23x.

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碩士
朝陽科技大學
幼兒保育系碩士班
94
This study aims to delving into the relationship between principals’ curriculum leadership and teachers’ teaching effectiveness in kindergarten. Apart from using literatures to discuss the theories and related researches for principals’ curriculum leadership and teachers’ teaching effectiveness in kindergarten, this study adopts questionnaire and interview surveys by collecting questionnaire and interview data about principals’ curriculum leadership and teachers’ teaching effectiveness from registered public and private kindergartens in Miaoli County, Taichung County, Taichung City, and Changhua County. By cluster sampling to conduct the sampling, a total of 589 questionnaires were distributed with 384 effective ones retrieved (effective retrieve rate is 65.20%). The study tool used is self-designed “Questionnaire of Principals’ Curriculum Leadership and Teachers’ Teaching Effectiveness in Kindergarten.” After retrieving questionnaires, statistical methods such as descriptive statistics, t-test, one-way ANOVA, Pearson’s Product-moment correlation, and Scheffe multiple comparison were used to conduct data analysis. In the respect of interview survey, the phone interview on two kindergarten principals and three kindergarten teachers was conducted. Findings of this study bring out five conclusions given below: 1. It shows a good status for kindergarten principals’ curriculum leadership which has widely earned positive affirmation and recognition from teachers widely, among which the aspect of “Enhancement of Teachers’ Professional Growth” is considered important. 2. Affected by background variables such as “area in which the kindergarten is located” and “nature of kindergarten”, principals’ curriculum leadership differs. 3.Generally, kindergarten teachers’ teaching effectiveness presents good performance. 4.Affected by background factors such as “nature of kindergarten”, “teachers’ teaching seniority”, “teachers’ age”, “teachers’ academic degree”, and “taking charge of administrative duties concurrently”, it appears difference for kindergarten teachers’ teaching effectiveness. 5. It presents positive correlation for relationship between principals’ curriculum leadership and teachers’ teaching effectiveness in kindergarten. Finally, we would come up suggestion for competent authorities in educational administration, kindergarten principals, kindergarten teachers, and future studies according to findings, in the hope that these suggestion benefit to future development for early childhood education. Keywords: Principal of kindergarten, Teacher of kindergarten, Curriculum Leadership, Teaching Effectiveness.

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24

Chen, Chun-yuan y 鄭鈞元. "A study on the development of moral leadership scale for the kindergarten principals". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/08762847816075606650.

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博士
國立臺南大學
教育經營與管理研究所博士班
101
After reviewing relevant researches, this study found that the researches about school moral leadership are mainly focused on the field of primary and secondary schools, but studies taking kindergartens as subjects are very few. Second, many scholars believe that the view of multiple dimensions would be best while assessing moral leadership. However, which dimensions are enough to reveal moral leadership behavior of the kindergarten principals? Finally, the current measurement instruments of moral leadership are mainly derived from those used in the enterprise field, are they appropriate for kindergartens where females are an overwhelming majority? Accordingly, in order to solve the issues mentioned above, this study adopted a way of in-depth interview together with past literature. The purpose of this study was to find the dimensions suitable to describe moral leadership of kindergarten principals suitable and further set up a scale of moral leadership of kindergarten principals. Through in-depth interview, this study collected fifteen employees’ views toward moral leadership of their kindergarten principals from private kindergartens in Kaohsiung. Then, with qualitative analysis, this study induced initial items of the scale and invited experts and scholars to evaluate them to develop pre-test scale. Next, through purposive sampling, this study respectively collected 300 valid questionnaires in each two stages and used software SPSS 18.0 to carry out item analysis and exploratory factor analysis. Accordingly, this study revised the pre-test scale to form the formal scale. Following, collecting 350 valid questionnaires in accordance with purposive sampling and employing Lisrel 8.80 to carry out confirmatory factor analysis for the formal scale and comparing the structure of five competing models which were used to describe moral leadership of kindergarten principals. Finally, using organizational citizen behavior of teaching faculty as a criterion variable, this study then scrutinized criterion-related validity of the scale. The main findings of this study include that, first, the scale of moral leadership of kindergarten principals developed from this study has good reliability, convergent validity, discriminant validity and criterion-related validity; second, the testing result of five competing models shows that second-order and four-factor model is the most fit model, which means that moral leadership of the kindergarten principals is composed of four dimensions, humanity and care, fairness and justice, moral cultivation and professional morality.

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25

Ivrendi, Asiye. "The influence of kindergarten teachers' and principals' supervisory association on curriculum and teaching". 2004. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-556/index.html.

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26

Wang, Jui-Ling y 王瑞玲. "A Study of Principals』 Leadership Behavior and Managerial Model In the Private Kindergarten". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/74940190494634072088.

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碩士
元智大學
管理研究所
94
Abstract This study aims to analyze the situation of principals』 leadership behavior and managerial model in the private kindergarten in Tao Yuan City, The aims of the study were as follows to give concrete suggestions for improving the principals』 leadership behavior and effective Kindergarten management after synthesizing the results and findings in the study. The study used a questionnaire survey mainly. The subjects of this study were the school educators in the private kindergarten in Tao Yuan City. The title of this questionnaire was 「Leadership Behaviors and Managerial Model」. The samples included 504 teachers in the Kindergarten in Tao Yuan City. There were 429 questionnaires be used. The usable percentage was 85.12％. The data which was obtained from this questionnaires were coded, recorded and executed by the statistic software, SPSS FOR WINDOWS 10.0. The statistic methods include proportions, average, standard deviation, t-test, X2-test one-way analysis of variance, Scheffe『s　comparison. ..etc. The results of the study were as follows: 1. The Kindergarten educators, in regard to the current development of principals』 leadership behavior, emphasize on "task-oriented" most; "relationship-oriented」 and example-setting" on the side. The most common principle s management model is 「Bureaucratic Model」; 「Collegial Model l」 and 「Political Model」 on the side. 2. Different background variables of the teachers will have the different feelings of principals』 leadership behaviors. 3. School staffs with different backgrounds feel different toward principals』 management models in different daily school works. According to the research, the researcher point to some specific suggestion as the data for government officials in education department、principle and future researcher.

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27

Tseng, An-Tzu y 曾安滋. "An Investigation Study on time Management for Public Kindergarten Teachers Concurrently Served as Principals". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/hcuabm.

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碩士
國立臺東大學
幼兒教育學系碩士班
97
The study aims at understanding the time management conditions for public kindergarten teachers concurrently served as kindergarten principals. The main objectives of the study consist of the following: 1.The time management conditions for public kindergarten teachers concurrently served as principals. 2. The implementation of time management strategies for public kindergarten teachers concurrently served as principals. 3. Analyzing the difference in distinct background variables on the implementation of time management strategies for public kindergarten teachers concurrently served as principals. To accomplish the above objectives, the study has focused on the teachers concurrently served as principals in the kindergartens attached to the twelve public elementary schools in Taipei City, Keelung City, Taoyuan County, Hsinchu City, Miaoli County, Taichung County, Taichung City, Tainan County, Kaohsiung County, Taitung County and Ponghu County. The study surveys on a means of “Questionnaire Survey on the time management for Public Kindergarten Teachers concurrently served as principals.” There are 428 formal surveys issued, with effective samples of 359 surveys recovered and an effective rate of 83%. The actual data is analyzed using Computerized Statistical Software, SPSS12.0 Chinese Version, with methods including sample data compiled in descriptive statistics, independent sample t test and single subject factor in analysis of variance. The main findings are the following: 1. The aspect of “Class Teaching” accounts for the most time on the overall time allocation for public kindergarten teachers concurrently served as principals, with the subsequent aspects in “General Affairs Management,” “Administration Leadership,” “Teaching Leadership” and “Establishing Public Relations” 2. The particular most interfering factor which affects the time management for public kindergarten teachers concurrently served as principals is “the need to deal with affairs in person”. 3. The largest distraction in time management which public kindergarten teachers concurrently served as principals are facing now is the “Administration not separable from teaching and therefore not an easy task to allocate time slots” 4. The implementation of time management strategies for public kindergarten teachers concurrently served as principals have ranked in the medium level, with the implementation of “Teaching Time” ranking in the highest level and the “Mastering of Time” ranking in the lowest level. 5. The level of implementation of time management strategies for public kindergarten teachers concurrently served as principals will show significant difference depending on age, marital status, qualified years as principal, number of classes in kindergarten and service area. 6. The results show that different qualifications and administrative experiences do not play roles in the level of implementation of time management strategies for public kindergarten teachers with who concurrently served as principals. Finally, a related suggestion put forward according to the results of the study can be used as a reference for public kindergarten teachers concurrently served as principals, education administrative organizations, and future studies.

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28

hsieh, Yu chin y 謝玉琴. "A Research on Empowerment Leadership Behaviors of Private Kindergarten and Preschool Principals in Kaohsiung". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/52613729568055084301.

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碩士
樹德科技大學
幼兒保育學系
92
In recent years the high percentage of child-raising women joining the labor market has increased the demand of child-care service. To achieve the best protection and benefits to children, the concerns for the quality of child-care service seem to be getting more important. The success for the operation of kindergarten and Preschool will be affected by the different cognitions and leaderships of different kindergartens and Preschool. In the ever-changing times of today, how to eliminate the old model and concepts in pursuit of newness and changes is the key to the leaders’ self-growth, self-adjustment, breakthrough of the current management and operational predicament, and promotion of staff efficiency. Therefore, this research aims at understanding the empowerment leadership of the principals of the existing private kindergartens and Preschool in Kaohsiung City, and investigating the factors of empowerment leadership. To achieve the aims of the research, this paper adopts questionnaire survey as the research method, takes the principals of the private kindergartens and Preschool in Kaohsiung as the primary group, selects 263 principals of kindergartens and Preschool as the research samples, and takes “Questionnaire of Kaohsiung City Private Kindergarten and Preschool Principals’ Empowerment Leadership Research and Investigation” as the research tool. As to the data processing, this research adopts some statistical analyses, such as descriptive statistics, T-test, single-factor variable analysis, product-moment correlation, etc. to verify 7 hypotheses. Having synthesized the research findings, this research concludes the following items: 1. The development of empowerment leadership can facilitate knowledge construction and the interaction between individuals and groups, and increase the creativity of organizational members. The leaders’ appropriate enabling the staff at the right timing can give positive effects to the development of organization. But before doing so, the leaders have to judge whether the staff are capable to accept the skill. If negative, the relevant professional information should be provided for the staff, who can be imparted with the duties and authorities after they have grown up. 2.Empowerment refers to the achievement of the “fixed” goals of organization according to the decision-making process of organization and through the power of “other people.” Therefore, the main spirits of kindergarten and Preschool principals’ enabling are that through the release of power structure, the child-care staff can have more participation opportunities and decision-making rights; and through the potential ability development of child-care staff, the aim of the promotion of education quality can be achieved. 3. According to the research results, it is kown that for the private kindergarten and Preschool principals’ empowerment leadership in Kaohsiung City, more obvious effects can be seen in the kindergartens and Preschool with more senior teachers, being larger in size, with more teachers and child-care staff, and longer history. Thus, for the sustainable development and growth of kindergartens and Preschool, the private kindergarten and Preschool principals should take empowerment leadership as the management model to enhance the promotion of the quality of child education. Key word：kindergartens and Preschool, empowerment leadership.

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29

LIN, PAI-MEI y 林白梅. "A study of the Relationship between Kindergarten Principals’ Positive Leadership and Teachers’Happiness:The Case of the Public and the Private Kindergartens in Taoyuan City". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/h4e2cn.

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碩士
銘傳大學
教育研究所碩士在職專班
104
This study aims to realize and understand interrelation between Kindergarten Principle Positive Leadership and Teachers’ Well-being in Taoyuan City. Within the divergences arising from different background variables, we discuss prediction of the relation between the principle’s leadership and teacher’s happiness in current situation. This study applies methodology of questionnaire “Kindergarten Positive Leadership and the Teacher Happiness Sense Relations Questionnaire”. Adopting stratified quota sampling, in connecting with 682 Taoyuan kindergarten teachers (as research targets), we receive 552 questionnaires, and 512 statistic questionnaires are valid (92.75% efficiency obtained from the survey data). To investigate the valid data, we utilize Statistics, t-test and single factor variance analysis, Pearson product moment correlation, multiple regression analysis and other tests as our methods to describe the result of the study. Predictions and Conclusions 1)Perception of public and private kindergarten teachers in Taoyuan City correlating with Principle Positive Leadership is up to a high degree: (a) Creating a positive atmosphere shows the best and highest level; however, (b) Cultivating positive meaning is relatively lower, in lower level. 2)Happiness of public and private kindergarten teachers reaches to mid-high degree: (a) Interpersonal Harmony shows higher, and (b) Life satisfaction is lower. 3)The perception of public and private kindergarten teachers within different “Park Scales” shows significant differences. 4)The perception also has salient distinctions among different ages, length of service and service positions. 5)It is suggested that Principle Positive Leadership and Teachers’ Happiness has a significant positive correlation. 6)Principle Positive Leadership and Teachers’ Happiness has a significant positive prediction: the prediction of Cultivating positive meaning is the best. Based on the above generalizations, it is expected to provide the related suggestions to the competent educational authority, kindergarten, kindergarten teacher, and also to further study and future research.

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30

kun-chang, lee y 李崑璋. "Research on the Practice of Child Educational Sports Game Program and Kindergarten Principals’ Cognition in". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/01031188634289251482.

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碩士
輔仁大學
體育學系碩士班
92
This research aims to investigate the practice of child educational sports game and kindergarten principals’ cognition about this program in Taipei District. The research also attempted to probe the differences between the practice and the cognition of kindergarten principals and Organizational variables. This research employed a questionnaire so-called “the Cognition and Situation of Child Educational Sports Game Program,” developed by the author as the instrument for investigation. Questionnaires are distributed in order to gather information. There were 487 valid questionnaire gathered out of 699 samples. Therefore, the rate of valuable questionnaire was 69.67%. All the data were analysis with statistics, factor analysis, chi-squared test, independent-sample t test, One-Way ANOVA, and point-biserial correlation. Through statistic analysis, seven conclusions were drawn: 1.Demographically speaking, the number of female principals in Taipei was higher than that of male ones at present. Their ages were from 31 to 40 years old. Their work experiences were mostly over 10 years .The majority of exercise instructors hold a college or higher degree, and most of them are graduates from Early Childhood Education major or related fields. 2.More and more kindergartens implemented child educational sports game program in Taipei City (93.0%). Most of them were practiced indoor and once a week for 21-30 mins. The unimplemented ones were because of lack of equipment, fields and teachers. 3.There were many significant differences between kindergartens in Taipei city and country including the fields and teachers’ characteristics. 4.Kindergarten principals’ cognition of the program was affected by child’s development, concepts of program, and benefits of program. 5.Different demographical principals hold different cognitions. 6.This research found significant differences on the cognition of program between kindergartens implemented Bilingual Education and the kindergarten without Bilingual Education. 7.This research found significant correlation on Kindergarten principals’ cognition about kid’s development and implemented sports game program or not. Keywords：Child Educational Sports Game Program, Cognition, Practice Total Pages: 123

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31

Lin, Mei-Chieh y 林鎂絜. "The Study of Relationship Between Creative Personality and Innovative Management for Kindergarten Principals in Taiwan". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/05129025045848717087.

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碩士
國立政治大學
幼兒教育所
95
The main purpose of this study was to investigate the creative personality and innovative management of kindergarten principals in Taiwan. The study included literature analysis, survey method with an interview, and survey method with a questionnaire.The purpose of literature analysis was aimed to explore the creative personality and innovative management of kindergarten principals. The purpose of survey method with 8 specialists were aimed to explore the opinions of specialists. Questionnaire of survey based on opinions of kindergarten principals about the creative personality and innovative management of kindergarten principals. The subjects of the questionnaire included principals of the kindergarten in Taiwan.

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32

Hua, Tung Ya y 童雅華. "The Relationship between Managerial Ideology of Private Kindergarten Principals and Teacher Job Satisfaction in Taichung area". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/52371218437385452929.

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碩士
國立臺中教育大學
幼兒教育學系碩士班
95
The purpose of this research was to investigate the situation of kindergarten principal and the degree of teachers’ job satisfaction and to realize the relationship between managerial ideology of kindergarten principals and teachers’ job satisfaction. The survey area is around Taichung and Taichung county and the sample was included 70 kindergarten principals and 420 kindergarten teachers. According to the literature review, the questionnaire of managerial ideology and teacher job satisfaction was developed. Due to the restriction of school size and teachers answering intention,450 questionnaires have been sent and 400 valid were returned .The response rate was 89 percent. The survey data was dealt with statistical methods, such as frequencey distributions, t-test, paired samples T test, ANOVA, and cluster analysis. The conclusions were as follows: 1. The most important managerial ideology of kindergarten principals in Taichung and Taichung county was participation dimension. 2. The job satisfaction of kindergarten teachers in Taichung and Taichung county are above average. The relationship with co- workers was the highest score and compensation and further study was the lowest score. 3. Kindergarten principals were classified into three groups by dimensions of ideology including steady management, active management , and conservative management. 4. The difference between principals and teachers was significantly in managerial ideology. The less difference degree on significance, the more satisfaction on job satisfaction. 5. There is no obvious relationship between kindergarten principal’s managerial ideology and teacher job satisfaction. Furthermore, there were significant relationships between some dimensions. 6. There was significant relationship between the teacher’s perception of the principal’s managerial ideology and teacher job satisfaction.

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33

Lin-Tsai-Shiun y 林綵薰. "A Study on Kindergarten Marketing Strategies –A Case Study of Principals’ Management in yunlin, chiayi, Tainan". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/83506341223440863592.

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碩士
國立嘉義大學
幼兒教育學系研究所
95
A Study on Kindergarten Marketing Strategies –A Case Study of Principals’ Management in yunlin, chiayi, Tainan Lin-Tsai-Shiun Graduate Institute of Early Childhood Education National Chiayi University Abstract The purpose of this study was to discuss the kindergarten principals’ perception of marketing strategies and how they applied for marketing strategies. The researcher distributed questionnaires to 245 kindergarten principals in Yunlin, Chiayi, and Tainan area. The questionnaires were statistically analyzed by descriptive statistics, t-test, one-way ANOVA, Scheffe method and Pearson product moment correlation. On the other hand, the method of interview was also employed in the study to understand how kindergarten principals solved the marketing difficulties. The main findings were as follows: 1. The kindergarten principals’ perception of marketing strategies: (1) For kindergarten principals, they would assign marketing duties to every suitable coworker according to different marketing functions. (2) In kindergarten principals’ opinions, the main promoting subjects are parents and communities. (3) The importances of marketing strategies for the kindergarten principals in order were “the people strategy”, “the product strategy”, “the place strategy”, “the promotion strategy”, and “the price strategy”. (4) There were significant differences among the kindergarten principals‘ perception and educational background, kindergarten properties, and promotion contacting. 2. The application on marketing strategies in the kindergarten environment: (1) In kindergartens, most principals were in charge of the marketing matters. (2) The main promoting subjects were parents and communities. (3) The degree in application of "people strategy" in kindergartens was the highest. (4) Now the main difficulty in the implementation of marketing was lacking in funds to promote marketing . (5) There were significant differences among the application on marketing strategies and educational background and promotion contacting. 3. It was correlated between the marketing strategy cognition and the actual operation in kindergarten principals’ opinions. Keywords：kindergarten principal, marketing strategies, kindergarten management

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34

Meiyao-Chang y 張美瑤. "A Study of the Relationships and Predictions between Kindergarten Principals’ Servant Leadership and Teachers’ Organizational Commitment". Thesis, 2005. http://ndltd.ncl.edu.tw/handle/25083364076931549854.

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碩士
國立高雄師範大學
成人教育研究所在職專班
93
This study aimed to explore the relationship between kindergarten principals’ servant leadership and teachers’ organizational commitment. The main purposes were listed below: 1. to understand the current situation of kindergarten principals’ servant leadership and teachers’ organizational commitment. 2. to realize the influence of kindergarten teachers with different background variables on kindergarten principals’ servant leadership and organizational commitment. 3. to explore the relationship between kindergarten principals’ servant leadership and teachers’ organizational commitment. 4. to analyze the predictive power of teachers’ perception for principals’ servant leadership on teachers’ organizational commitment. 5. to provide some suggestions according to the result of this research. The method of research was proceeded by the questionnaire survey, and the measurement tools included scales of servant leadership and organizational commitment. Subjects were sampled from both of public and private kindergarten teachers in the area of Kaohsiung city and Kaohsiung county in Taiwan. Seven hundred and twenty-four copies of formal questionnaires were delivered to the subjects and there were 603 responders. The rate of valid response data was 93.2%. Finally, valid data were analyzed statistically by descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression. Based on the statistical analyses result, the main conclusions in this study were: 1. Teacher perceived principal demonstrated good performance in servant leadership, and higher perception for the dimension of commanding and obeying. The dimension of listening and comprehension showed lower perception. 2. Teacher aged more than 36 years old, in married status, and with working experience over 10 years perceived higher organizational commitment in principal’s servant leadership. 3. Teacher who served at a private kindergarten in remote districts, and the number of kids less than 100；furthermore, teacher with salary lower than NT 20,000 dollars, perceived lower in the dimension of retaining a post in principal’s servant leadership. 4. Teacher generally perceived well in organizational commitment, except for the dimension of retaining a post. 5. Teacher with salary about NT35,000 dollars, in married status, and worked at a kindergarten in Chen-Shyan District, Kaohsiung county demonstrated higher perception of organizational identification. 6. The more servant leadership behavior kindergarten principal demonstrated, the higher organizational commitment teacher would possess. 7. Principal’s servant leadership had the best predictive power for organizational commitment in the dimension of commanding and obeying. Findings and suggestions in this study would provide a reference for preschool education authorities, teachers, and principals making the related policies to promote servant leadership and teacher’s organizational commitment.

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35

Parra, Victoria. "The Interaction Between Accountability Policies for Kindergarten and Institutional Practices: Kindergarten Teachers and Principals Responses to Policies in Four Public and Private Subsidized Schools in Chile". Thesis, 2018. https://doi.org/10.7916/D8MK7WCT.

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Similar to many other countries, over the past decade Chile has developed policies increasing accountability over schools and teachers working with young children, yet little is known about the impact of these policies on teachers and teaching practices. This study contributes to the research on policy implementation by examining the interaction between accountability policies and institutional practices in kindergarten in the context of the Chilean school system. Specifically, this multiple-site case study explored the responses of kindergarten teachers and principals in different school contexts to policies driven by accountability principles. The study employs a critical approach mobilizing a blend of institutional theory and sense-making theory to examine schools’ macro and micro levels of policy implementation. The results indicate that according to teachers there is a disjunction between the traditional aims of early childhood education, and the objectives of current policies that emphasize results over processes. The teachers interviewed in this study felt that accountability policies largely increase control and surveillance over their teaching and privilege standardized performance measures over holistic child development. However, these policies do provide teachers some opportunities to improve their professional legitimacy in an educational context that usually isolates them. The study also reveals a large gap between teachers’ and principals’ knowledge of early childhood education and their views of the impact of accountability policies. One of the main implications of this study is that policy implementation should put in place supporting actions to help teachers implement accountability practices while acknowledging teachers’ expertise and fostering their agency.

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36

Huang, Shu-Ping y 黃淑萍. "A Study of the Relationship between Kindergarten Principals’ Positive Leadership and Teachers’ Professional Commitment: The Case of the Public and the Private Kindergartens in Taoyuan City". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/8xhcns.

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碩士
銘傳大學
教育研究所碩士在職專班
106
This study aims to realize and understand the interrelation between the kindergarten principle’s positive leadership and teachers’ professional commitment in Taoyuan City nowadays. Then, we compared the differences among different background variables. Finally, we discuss the prediction and the relation between the principle’s leadership and teachers’ professional commitment. This study applies methodology of questionnaire “Kindergarten Principle’s Positive Leadership and Teachers’ Professional Commitment Questionnaire.” Adopting stratified quota sampling, in connecting with 612 Taoyuan kindergarten teachers (as research targets), we receive 542 questionnaires, in which 505 statistic questionnaires are valid (93.17% efficiency obtained from the survey data). To investigate the valid data, we utilize Statistics, t-test and Single Factor Variance Analysis, Pearson Product Moment Correlation, Multiple Regression Analysis and other tests as our methods to describe the result of the study. The conclusions are listed as the following: 1.Perception of public and private kindergarten teachers in Taoyuan City correlating with the principle’s positive leadership is up to a higher degree: (a) Creating a positive relationship shows the best and highest level; however, (b) Cultivating positive meaning is relatively lower, in lower level. 2.Professional commitment of public and private kindergarten teachers reaches to mid-high degree: (a) Devotion shows higher, and (b) Professional will is lower. 3.The perception of public and private kindergarten teachers within different “length of service” shows significant differences. 4.The perception of professional commitment also has salient distinctions among different ages, length of service and numbers of students. 5.The kindergarten principle’s positive leadership and teachers’ professional commitment has a significant positive correlation. 6.The kindergarten principle’s positive leadership and teachers’ professional commitment has a significant positive prediction: the prediction of establishing positive relationship is the best. Based on the above generalizations, it is expected to provide the related suggestions to the competent educational authority, kindergarten, kindergarten teacher, and also to further study and future research.

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37

Huang, An-nie y 黃安妮. "A Study on the Relationship between Kindergarten Principals' Servant Leadership and School Effectiveness: Taoyuan County as an Example". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/52118897700299890456.

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碩士
中原大學
教育研究所
100
The purpose of this study is to explore the current situation of kindergarten school principals’ servant leadership and school effectiveness and the relationship between them. The methodology of this research was mainly a questionnaire survey. The questionnaire was ”The relationship between kindergarten principals’ servant leadership and school effectiveness questionnaire in Taoyuan County”. Eventually, 587 valid samples were produced by the teachers from kindergartens in Taoyuan County, Taiwan. The researcher analyzed the survey data by various statistical methods such as ：descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, Canonical correlation and Multiple regression analysis. The first focus is on the current situation of kindergarten principals’ servant leadership and school effectiveness. Secondly, the researcher further investigated how kindergarten principals’ servant leadership and school effectiveness differ in terms of their background. At last the relationship between these two main elements will then be studied closely. The research draws the following conclusions: 1. The kindergarten teachers scored above average in principals’ servant leadership. 2. The kindergarten teachers scored above average in school effectiveness. 3. The kindergarten teachers with different background variables of ”public or private kindergartens”, ” Years of Service” and ” Position” significantly differ in principals’ servant leadership. 4. The kindergarten teachers with different background variables of ” public or private kindergartens”,” Years of Service” and ” Position” significantly differ in school effectiveness. 5. There is significant positive correlation between principals’ servant leadership and school effectiveness. 6. Among those servant leadership factors,” serve people” can predict most total school effectiveness . Finally, based on the conclusions above, suggestions are given to educational administration institutions, schools and researchers.

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38

CHEN, SHU-CHUN y 陳淑君. "A Study of the Relationship between Kindergarten Principals’ Leadership for Learning and Teachers′ Professional Commitment in Taoyuan City". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/565v96.

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碩士
銘傳大學
教育研究所碩士在職專班
107
The purpose of this paper: first, to understand the current status of the relationship between the principals' leadership for learning and a teacher’s professional commitment in kindergartens in Taoyuan City. Second, this paper investigates the differences of the teachers’ perception of principals’ leadership for learning among various backgrounds of kindergarten teachers. Finally, this paper explores the relationship the principals΄ leadership for learning and teacher’s professional commitment. The method used to conduct the research is questionnaire survey. The research uses a questionnaire named “Questionnaire of the Relationships between the Principals’ Leadership for Learning and Teachers’ professional commitment of kindergarten”. By used purposive sampling, 480 teachers were selected from different kindergartens in Taoyuan City to conduct the survey. The research data was analyzed with descriptive statistics, t-test and one-way ANOVA. The main findings of this study are as follows: 1.The awareness of principals' leadership for learning and teacher’s professional commitment of kindergarten teachers in Taoyuan City was above average. 2.The background variables of kindergarten size and teaching seniority reached significant difference toward the principles' leadership for learning. 3.The perception of teacher’s professional commitment had distinctive facets within different seniority. 4.The leadership for learning and the teachers’ professional commitment reveals a significant positive correlation. 5.Preschool principal’s leadership for learning can definitely be used to predict the teacher’s professional commitment, and among all aspects, “focus on students’ learning outcomes” is the most important one.

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39

Kan, Chen-O. y 康真娥. "A Study of Relationship Among Kindergarten Principals’ Leadership Style, Teachers’ Work Values and Organizational Commitment in Tainan Area". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/87728608073957069141.

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碩士
國立臺南大學
國民教育研究所教育行政碩士班
91
The aim of this thesis focuses on kindergarten teachers with different background variables; and their awareness of kindergarten principals’ leadership style, teachers’ work values and organizational commitment that consequently result in variations. The article analyzes the different factors in the above sectors; in order to understand the prediction abilities of kindergarten principals’ leadership style, teachers’ work ethics and organizational commitment. The research is conducted with investigation method, and total 525 sample teachers, both qualified and unqualified, were surveyed. Study tool includes “ Survey of Primary School Principals’ Leadership Style” (Pon, Yia-Jen ), “ Scale for kindergarten Teachers’ Work Ethics in Kaohsiung and Pingtung Area” ( Chang, Shio-Ling ) and “ Scale for kindergarten Teachers’ Organization Commitment” ( Huang, Su-Hua ). The hypotheses were tested and analyzed in compliance with methods as: One-Way ANOVA, Scheffe , Canonical Correlation, and Stepwise Multiple Regression. Final survey results were carefully analyzed and discussed, and further conclusion and suggestion will be claimed as follows. According to the statistical analyses result, the main findings include the following: I. Analysis of individual background difference and different background variables: 1. Teachers who vary in different age groups will have different work values in “work surroundings.” Teachers from age group of 31-40 outperform teachers under the age of 30. 2. Principals who vary in schooling have significant different leadership styles. Teachers who are kindergarten education majors are much highly influenced than teachers who hold a high school or vocational school certificate only. 3. Significant differences exist between different teacher classes in the two aspects of principals’ leadership style. Influence upon unqualified teachers is higher than qualified teachers. 4. Teachers of different working experiences highly vary in the “innovation” aspect of work value. Teachers having 6-10 years of working experiences outperform teachers having only worked for 1-5 years. As regard to teachers’ organizational commitment, senior teachers obviously outperform junior teachers. II. A set of distinctive Canonical Correlation lies in principals’ leadership style and teachers’ work value. III. A set of distinctive Canonical Correlation lies in teacher’s work value and organizational commitment. IV. Transactional leadership, Transforming leadership and Innovation will lead to multiple distinctive Canonical Correlations toward teachers’ organizational commitment. Three main predictive variable factors are: organizational commitment and tendency of job-shift is 18.2% as prediction; willing to make efforts is 16.1% as prediction. According to above conclusion, suggestions are provided as follows: I. Suggestions for academic administration agencies: 1. To enhance principals’ leadership awareness. 2. To establish a systematic selection format for public kindergarten principals. II. Suggestions for principals 1. To balance transactional and transforming leadership styles. 2. To maintain a good communication channel and value teachers’ opinions. 3. To encourage teachers to learn at work, in order to increase the organizational commitment. 4. To concern teachers’ job security and try to improve teachers’ living welfare. III. Suggestions for kindergarten teachers 1. Participate school activities and administrative duties voluntarily. 2. Teachers need to have self-esteem to be able to enjoy working.

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40

Hui, Chu-Chai y 褚嘉慧. "A Study on Relationship Between Double-Tutorial-System Kindergarten Principals Paternalistic Leadership and Teachers'' Trust --- of Taiwan as an Example". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/63591193273448984623.

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碩士
朝陽科技大學
幼兒保育系碩士班
101
The study aims to discuss the principal-paternalistic leadership and the status of teacher trust relationship in the workplace environment of “Double Tutorial System,” in addition to understanding whether if the variables of different backgrounds can lead to difference in the teacher trust relationship with the principals due to leadership style or level of trust. The study adopted questionnaire survey and took the teachers of public kindergartens from North, Central, South and East of Taiwan as the population. The number of effective samples was 568 questionnaires and the research tool was divided into four parts, namely “Teacher and Principal basic information,” “Public kindergarten principal-paternalistic leadership behavior scale,” “Teacher trust relationship and behavior scale,” and “Open questions.” The answers from questionnaires and open questions were used in the data processing analysis. The conclusion of the study is drawn in the follows: 1. There is significant difference between the relationship of principal-paternalistic leadership and trust. The dimension in “shaping personal reputation” and the dimension in “consistent behavior” of trust relationship received the highest score for principal-paternalistic leadership. 2. There is significant difference in principal-paternalistic leadership for teachers with “part-time principal seniority.” There is no significant difference in principal-paternalistic leadership for teachers with “same class as the principal” and “principal gender.” 3. There is significance difference in trust relationship for teachers with “gender,” “age,” “teaching seniority.” There is no significant difference in trust relationship for teachers with “part-time principal function,” “same class as principal,” “principal gender,” “principal education,” and “principal seniority.” 4. There is a moderate positive correlation between the principal-paternalistic leadership and trust relationship, indicating that a higher correlation with the “principal-paternalistic leadership” will lead to better “trust relationship.” The study is hereby proposed as reference of future studies to be conducted by public kindergarten principals, teachers and administrative units.

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41

Wu, Ya-Fung y 吳雅芳. "The Study on Current Situation of Implementation of Infant Sports Game Program and Cognition Degree of Kindergarten Principals in Central Area of Taiwan". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/84025962596298610687.

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碩士
輔仁大學
體育學系碩士班
95
The purpose of this study was to discuss the current situation of implementation of infant sports game program [ISGP] and cognition degree of kindergarten principals as well as to discuss the difference of implementation of ISGP in central area of Taiwan. Moreover, this study was also to understand the difference of cognition degree of implementation of ISGP in different demographics variables of kindergarten principals and organizational variables. The results were as followed: 1. The order of cognition degree of implementation of ISGP in kindergarten principals of Taiwan central area was “Social interaction,” “Choice concept of teacher,” and “Program contents.” 2. There was significant difference in cognition degree of implementation of ISGP in different demographics variables of kindergarten principals of Taiwan central area. 3. There was significant difference in cognition degree of implementation of ISGP in different organizational variables of kindergarten principals of Taiwan central area. 4. There was significant correlation between cognition degree of implementation of ISGP in kindergarten principals and whether the principals implemented the ISGP or not.

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42

Ye, Ching Li y 葉清麗. "Chain institutional kindergarten principal functions". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/22057006259846025737.

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碩士
銘傳大學
管理學院高階經理碩士學程
101
ABSTRACT The research is aimed to explore and analyze the job competence of Kindergarten Principal for chain-system Kindergartens. Early childhood education policy in Taiwan has become childcare-and-preschool integrated starting ROC year 101. What job competences for Kindergarten Principal under such childhood education policy change is the research purpose of this study. This paper applies interview in depth with four senior educators of the field including chain-system kindergarten entrepreneurial, top administrator, and kindergarten principals. Through various viewpoints in diversified aspects from the people involved and related to the job explores the important job competence recognized as Kindergarten Principal. The conclusion of this paper can be used for reference on cultivating personnel of Kindergarten Principals by chain-system Kindergarten Principals, educators of the field, management of administration of the education institutions related. The research framework of this paper is based on job competence proposed by Spencer & Spencer (1993) to develop discussions on competences of motivation, characteristics, ego self-concept, knowledge and skills. The design of interviews are focused on the case and empirical experience and based on the data collected, analysis is made to deduce the competence as Kindergarten Principals. The case study and interview data concluded has consisted in three aspects: characteristics of congenital factors gradually acquired and developed self-concept and values, skills and knowledge that can be trained to acquire. In respect to the characteristics required, there are integrity, courage to face problems, active thinking and willingness to change. In regards to ego self-concept and values, there are required of emotion management techniques, self-education, willingness to ask and learn, knowing the targets and sufficient confidence. Concerning skills and knowledge required, they are namely school management, property and education techniques as well as sensitivity to marketing and ability to control and develop the personnel performance and qualifications and also problem solving capability. This paper emphasizes the importance of job competence acquired for Kindergarten Principal in childhood education and offer academic reference for kindergarten entrepreneurial, top management or administration employee, and childhood education researchers who are in this regard.

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43

Tsu, Chang Wei y 張衛族. "Research on Professional Role and Kindergarten Principal". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/77914786269038758864.

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碩士
臺北市立師範學院
國民教育研究所
90
Abstract of the Essay The research aims at understanding the direction of head’s professional role and the required professional knowledge in the kindergartens attached to the state-owned elementary schools in Taipei to investigate the mode of training and appointment and initially constituting the approach of training and appointment for heads in the kindergartens attached the state-owned elementary schools in Taipei to offer to decision-making departments of education for reference. To reach the above-mentioned goal, the researcher initially conducted a question research to see the heads’ comments of kindergartens attached to elementary schools related to the research. By the methods of collection, discussion, analysis of historic data and deeper visit-and-talk and group discussion with topic groups, it is to understand the comments and ideas from education administrative personnel, school administrative personnel and ordinary operative personnel. According to the above-mentioned research methods, the ten conclusions result from the research as follows: 1. If the heads of kindergartens are as the administrative leader, teaching leader, communicator or adjustor, lifelong learner, facing multiple choices, only professionals for children teaching can take up the positions. 2. The appointment of head of kindergarten and kindergartener must be brought into the educationalist appointment regulations. 3. Heads of kindergartens in the administrative department of elementary schools are equal to the first-grade chiefs of bureau or office. 4. Head of kindergarten must be specifically appointed to guarantee children’s education rights and manage kindergarten effectively. 5. Head of kindergarten must have sufficient professional knowledge, which must be improved. 6. Head of kindergarten must be reeducated for improvement to set the certificate classification and advisory system. 7. The content of professional training and course for head of kindergarten must refers to the model of administrative personnel in elementary school. 8. The condition of the head’ appointment of kindergarten attached to elementary school is not in accordance with the current laws and must be reconstituted clearly. 9. The function of “Certificate of Reserving Head of Kindergarten” does not work well and it must be legally regulated as the necessary condition. 10. It must draw up “Suggestions of Head’s Professional Training of Kindergarten Attached to State-owned Elementary School in Taipei” and “Suggestions of Heads’ Appointment of Kindergarten Attached to State-owned Elementary School in Taipei” to offer to the education administrative department and elementary schools for reference. According to the research result, some suggestions separately resulting from the professional role and appointment institution in the research theme are put forward to as follows: 1. Suggestion for head’s professional role Head of kindergarten is equal to the first-grade chief in bureau or office to strengthen the responsibility of professional role. It is necessary to increase the amount of legal personnel to guarantee children’s education rights and manage kindergarten effectively. Arranging head’s reeducation to heighten the required knowledge of head’s professional role. 2. Suggestion for Head’s appointment 1) Editing and reviewing the second rule of “The Applicative Detailed Regulations of Educationalist Appointment” to expand all schools attaching with state-owned kindergartens and to guarantee the head and kindergartener’s rights of appointment. 2) Setting the institution of head’s certificate to improve head’s professional position and image. 3) It is necessary to set the institution of head’s term of office according to which head can serve four years a term and can serve successively another term of office. The head’s professional appointment, certificate classification and advisory system resulting from the research all belong to ideal suggestions. Because of lack of human and material sources, the research has not deeply studied the topics. It is suggested that researchers can study them much more later. Key word: Kindergarten

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44

Chen, Jou-Yu y 陳柔諭. "Change Leadership Behavior of a Kindergarten Principal - A Case Study of a Public Kindergarten". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/36454935923372273724.

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碩士
國立中正大學
教育學研究所
103
This study aims to explore the specific change of leadership of the principal at a public kindergarten. It is to analyze the practices of the leadership change and the impact they on the organization operation. It also explores the difficulty possibly faced by the leadership change and the responding strategy. This study uses the case study method of qualitative research and explores the significance of the behaviors of the principal and five other members in the organization. The researcher collects the data of the field study through observation, interview and literature review, accompanied by the theory of leadership change for further analysis and interpretation. This study obtains the following conclusions based on the results of the case study: 1. Faced with the declining birthrate and market crisis, the kindergarten improves the service quality, builds good reputation and offers richer teaching to convey the quality and services of education to the parents. 2. Teachers have another channel for learning through a learning team, and they have more people for discussion. The principal also effectively distributes the financial resources to encourage the learning motivation of teachers. 3. Improve the communication mechanism at the kindergarten so that the teachers can express their opinions and participate in the decision making in the administrative and class matters. The principal can also act as a mentor and friend to interact and communicate with teachers. 4. The teaching activities combines the resources from the community and the parents to enrich the learning experience of the children. They start out from the children's life experience to help them linking up the learning situation. 5. Establish the self-discipline and code of conduct of teachers to shape the positive motivation for the organization culture. Pay attention to children safety and the rights to learn is the leadership philosophy of the principal. Keywords: Transformational leadership, case study, strategy

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45

Zheng, Ya-Ru y 鄭雅如. "A Study of Kindergarten Principal Curriculum Leadership Indicators Structure". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/07456145319709001696.

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碩士
台灣首府大學
教育研究所
103
Abstract This research aims to construct local curriculum leadership indicators, and understands current operations take kindergarten principals as its main research object. At first, via documentary analysis of the meaning and practice of kindergarten-based curriculum development, kindergarten principal curriculum leadership theory connotation and theoretical basis, and the important aspect of kindergarten principal curriculum leadership roles, it summarizes curriculum leadership aspects, dimensions, and indicator items. Secondly, hiring seven scholars and eight kindergarten principals as members for Delphi Technique assigned with major missions to judge based on curriculum leadership indicators. Continued with three-round questionnaires of Delphi Technique, it points appropriate standards for curriculum leadership indicators. Finally, it proposes four conclusions. Kindergarten curriculum leadership theories include curriculum theories and leadership management theories, and it has its unique academic value; Kindergarten principals are the main school curriculum leaders, and they play many roles of curriculum leadership and they have to shoulder the responsibilities of curriculum leadership ; Foreign scholars pay more attention to curriculum leadership and Taiwan's response to the current trend is to develop curriculum leadership indicators and supply them to be consulted by kindergarten principals ; Kindergarten principal curriculum leadership consists of six aspects, sixteen dimensions, and forty-seven indicator items , and develop continuous , improving strategy patterns. And the study provides some advices for kindergarten principals and next researchers. Keywords：Kindergarten Principal, Curriculum Leadership, Curriculum Leadership Indicators

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46

彭怡真. "A study on relationships among Taiwan kindergarten principal appreciative inquiry, organizational climate and teacher academic optimism in kindergarten". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/97618660420517455185.

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碩士
國立新竹教育大學
教育行政碩士學位在職進修專班
102
Abstract Appreciative Inquiry and organizational climate are two important factors of affecting the teachers’ academic optimism. The purpose of the study is to investigate the current situations and circumstances of kindergarten / director appreciative inquiry, organizational climate and the teachers’ academic optimism, and discuss the relation among them. The research methods included literature review and questionnaire survey. The survey objects were kindergarten educators across Taiwan area. The study issued a total of 1471 questionnaires, with the return rate of 68.73%, among which there were 631 questionnaires valid. The data was analyzed by factor analysis, reliability analysis, descriptive statistics, independent sample t-test, one-way ANOVA, Pearson correlation, multiple regression analysis and structural equation modeling. The findings based on the results of the research are as follows: 1.There is a positive awareness of kindergarten/director appreciative inquiry for the kindergarten educational staff. 2.There is a positive awareness of the school organizational climate for the kindergarten educational staff.. 3.There is a positive awareness of the teacher academic optimism for the kindergarten educational staff. 4. It’s a significant positive correlation of kindergarten/director appreciative inquiry and organizational climate, which coefficient r value is to 0.832. 5. It’s a significant positive correlation of kindergarten/director appreciative inquiry and teacher academic optimism, which correlation coefficient r value is to 0.828. 6. It’s a significant positive correlation of the kindergarten organizational climate and teacher academic optimism, which correlation coefficient r value is to 0.869. 7. Partial mediating effect is existed in organizational climate part, which affect the teachers’ academic optimism by organizational climate in kindergarten/director appreciative inquiry. 8. "Trust in leaders" of organitaional climate is a higher prediction to teachers’ academic optimism. 9. " Discover the advantages" of kindergarten/director appreciative inquiry is a higher prediction to teachers’ academic optimism. According to these findings, some suggestions are proposed for the reference of education administrative units, kindergarten/director and teachers, and research staff engaged in future related researches.

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47

Huang, Wen y 黃雯. "The Study of Relationship between Kindergarten Principal Leadership and School Effectiveness". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/tw772v.

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碩士
國立政治大學
幼兒教育研究所
106
The Study of Relationship between Kindergarten Principal Leadership and School Effectiveness ABSTRACT This purpose of this study is to investigate the current situation of the relationship between Kindergarten Principal Leadership and School Effectiveness in New Taipei City. The research is conducted by a questionnaire collected from 400 Kindergarten the education and nursing service staff in New Taipei City, and 365 of which are valid. That is, the percentage of availability is around 91.25%. The data is analyzed by using descriptive statistics, t-test, one-way ANOVA, Pearson product- moment correlation coefficient and multiple regression analysis to examine Kindergarten Principal Leadership and School Effectiveness between them. The findings of the study are as follows: 1.The current situation of the Kindergarten Principal Leadership and School Effectiveness. (1)The Kindergarten Principal Leadership performance is medium-high level, with the highest score for 「be proactive」. (2)The School Effectiveness performance is high level, with the highest score for 「Educational Activity Course」. 2.Different context variables in Kindergarten Principal Leadership and School Effectiveness. (1)There are signifiant differences in the job title of the education and nursing service staff on Kindergarten Principal Leadership; and there is no significant difference in the others. (2)There are signifiant differences in the job title of the education and nursing service staff on School Effectiveness; and there is no significant difference in the others. 3.The relation between Kindergarten Principal Leadership and School Effectiveness. The Kindergarten Principal Leadership has a significant positive correlation with the School Effectiveness. The correlation coefficient between the Kindergarten Principal Leadership and the Kindergarten performance has reached a significant level. Among them, the 「Think Win-Win」 has the highest degree of correlation with the School Effectiveness total questionnaire. II 4.The prediction of School Effectiveness by way of Kindergarten Principal Leadership. The Kindergarten Principal Leadership skills such as 「Think Win- Win」、「sharpen the saw」、「begin with the end in mind」、「synergize」,etc., have significant predictive powers for the performance of the whole kindergarten, among which 「Think Win- Win」is the most predictable force. According to the above conclusions, the research is to provide some suggestions as future references for the institutions of education admonition and principal of kindergarten. Keywords: kindergarten, leadership, school effectiveness

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48

Chen﹐Hsiu-chen, Wong y 翁陳綉針. "Be Myself – The Affectional Awakening of a Senior Kindergarten Principle". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/81092551075987923844.

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碩士
樹德科技大學
幼兒保育學系
96
Abstract This study is an investigation about “me,”and my twelve-year experience as a kindergarten principle. Through the process of self-narrative, I became in touch with my inner self and began to understand the reasons for the struggles in my married, career, and academic lives. I developed a new perspective of my life and started to learn about my own potentials. In my journey to become my own person, I attempted to accomplish the ideal image of an early childhood educator in my mind. I grew up in a Patriarchy society. For the past fifty years, I have always been accustomed to just set aside my own feelings and live up to others' expectations and be responsible for others. I never considered or feel obligated to act for myself. After twenty years of being married, and after encounters of family deaths, which involved the loss of my younger brother and my father, and difficulties in both of marriage and career lives, I realized I have lived a meaningless life. It was then that I decided to take control of my life and enroll in a master's program. I believe through my study of self-narrative, I can gain more understanding of my past experiences and ultimately, speak and live for myself. Even though, several times, my study has been restrained by my earlier learning experiences, such as experiences in a patriarchal system, my childhood experiences, and studying through a fixed learning model, I was able to overcome the obstacles through my own persistence and through the help of others. The guidance and patience of my academic colleagues encouraged me to face the difficulties I encountered. Later on, I became inspired to care for and to understand others. I was motivated to share my experiences and guide women who find themselves in the same dilemma as me. By sharing with other, I have become freed of the restraints that were placed upon me in the past. I am able to just be myself and speak my feelings out loud. Through the process of freeing myself, I can relate more to the woman I am helping and allowing her to be free of restraints as well. The experience of sharing and caring for others guide me down a different path in exercising my work as a professional early childhood educator. Keywords: Self -Narrative, Professional Development, Early Childhood Educator

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49

Wang, Hsin-Mei y 王心玫. "The Research of Relationship between Kindergarten Principal’s Instructional Leadership and Teacher’s Creative Teaching". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/31137043394955457576.

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碩士
朝陽科技大學
幼兒保育系碩士班
97
Abstract The main purpose of this study is to investigate current situation of kindergarten principal’s instructional leadership and teacher’s creative teaching in Taichung, explore influential effects of variables on these two areas between principals’ instructional leadership and teachers’ team-teaching, and analyze relationships between kindergarten principals’ instructional leadership and teachers’ creative teaching. To accomplish these goals, literature review is adopted in addition to questionnaire. The questionnaire called ‘‘The Investigating Research of Kindergarten Principals’ Instructional Leadership and Teachers’ Creative Teaching in Taichung’’ is designed by the researcher based on literature review and validated by professionals. 401 questionnaires are delivered, and 332 are retrieved with an effective return rate of 83%. The collected data analysis includes description statistics, reliability analysis, t-test, one-way ANOVA, Pearson-moment correlation analysis, multiple stepwise regression analysis, and Scheffé’s posteriori comparison through the use of SPSS 12.0 for Windows. The major results are summarized as follows: 1、Kindergarten principals’ instructional leadership and teachers’ creative teaching situation are well. 2、There is significant influence on kindergarten principal’s instructional leadership in the aspect of principals’ instructional leadership, such as age, educational background, serving years, positions, and kindergarten category of public or private. School size and kindergarten location do not significantly affect kindergarten principals’ instructional leadership. 3、There is significant influence on teachers’ creative teaching in the aspect of teachers’ creative teaching, such as age, educational background, serving years, positions, kindergarten category of public or private, and kindergarten location. School size do not greatly influence kindergarten teachers’ creative teaching. 4、There is a positive correlation between kindergarten principals’ instructional leadership and teachers’ creative teaching. 5、Development teaching assignment and the goal of teachers’ team-teaching are the most positive predictors of principals’ instructional leadership. Finally, based on the above results, the researcher proposes some suggestions to the educational authorities, the kindergarten directors and teachers, as well as future researchers.

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50

Chen, Yu-Ru y 陳玉如. "An Action Research of a kindergarten Principal on Leading New Curriculum Guideline Implement". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/98729601814938025320.

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碩士
國立嘉義大學
幼兒教育學系研究所
99
An Action Research of a kindergarten Principal on Leading New Curriculum Guideline Implement Yu-Ru Chen Graduate Institution of Early Childhood Education, National Chiayi Univeristy Abstract The purpose of this study attempted to explore the developmental process of the kindergarten principal leading new curriculum guideline implement to face the problems with coping strategy. The methodology of the study was based on the action research via the research period of whole year from September 2010 to June 2011. The ways of data collection included counseling session records, dialogue records, class meeting records, visit records, and teaching reflection. The results were summarized as the following. 1. The principal played a leading, promoting and integrating role in the developmental process of new curriculum guidelines. 2. In the subject teaching process integrating in new curriculum guidelines, teachers conflicted between old teaching experiences and the new ones. By continuously professional dialogues with visiting groups of new curriculum guidelines, counseling professors, and teacher teams, teachers understood more about the implication of new curriculum guidelines . 3. By checking the annual plan and term plan, teachers modified their teaching content and understand all ages of infants’ development and learning ability through learning indicators. 4. The new curriculum guidelines led to change the record of teaching reflection, so teachers must promote professional ability of curriculum planning, teaching introspection and recording curriculum evaluation. Finally, the results provided significant suggestions for kindergarten principals, teachers, the content of New Curriculum Guideline and future research. Keywords: the principal leadership, the new curriculum guidelines

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