公立小学校长教学领导实践项目探索:探索性因素分析

Azzarina Anor Basah, Ahmad Zabidi Bin Abdul Razak
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摘要

正如大多数教学领导文献所述,学校领导影响教师学习。教学领导的概念是在20世纪80年代左右通过学校有效性而发展起来的,它认为学校领导在促进教师知识向学生学习方面很重要。然而,由于实践教学领导职能的限制,缺乏实践,在履行教学领导角色方面准备不足,教学领导无法最大限度地发挥作用。本研究旨在利用探索性因子分析(EFA)验证教学领导工具。本研究使用的问卷是根据Hallinger和Murphy(1985)的研究进行修改的。共有137名来自公立小学的教师回复,他们代表了所有学科和水平。学校的回答者是通过整群随机抽样的方式选择的。全民教育的结果指出了教学领导的三个组成部分:1)定义使命,2)管理教学计划,3)促进学校氛围。显然,这三个成分解释了66.164%的总方差解释。请注意,Bartletts球性检验非常显著(sig. 000),抽样充分性(Kaiser-Meyer-Olkin (KMO)=0.934)非常好。除此之外,这三个组成部分的Cronbach’s Alpha值大于0.7,这对测量教学领导有显著的帮助,特别是在马来西亚的背景下。EFA结果产生了一个提取三个成分的配置,可以通过本研究中建立的42个项目来测量,表明这些元素适用于本研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring Instructional Leadership Practises Items Among Headmasters in Public Primary Schools: An Exploratory Factor Analysis
As stated in most of the instructional leadership literature, school leadership affects teacher learning. The concept of instructional leadership has evolved through school effectiveness around the 1980s and considers school leaders important in promoting teacher knowledge to student learning. However, instructional leadership cannot be implemented to the maximum due to constraints of practising the function of instructional leadership, lack of practice and unpreparedness in carrying out their role as instructional leaders. This study aims to validate an instructional leadership instrument utilising exploratory factor analysis (EFA). The questionnaire used in this study was modified from Hallinger and Murphy's (1985) study. There were 137 teachers from public primary schools who replied, representing all subjects and levels. Respondents at schools were chosen based on clustered random sampling. The results of the EFA indicated three components of instructional leadership: 1) defines the mission, 2) manages the instructional program, and 3) promotes the school climate. Clearly, the three components explained 66.164% of the total variance explained. Note that Bartletts' Test of Sphericity is highly significant (sig. 000), and the sampling adequacy (Kaiser-Meyer-Olkin (KMO)=0.934) is excellent. Other than that, the three components have Cronbach's Alpha values greater than 0.7, significant addition to measuring instructional leadership, particularly in the Malaysian context. The EFA results generated a configuration that extracts three components, which may be measured by 42 items established in this research, indicating that the elements apply to this study.
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