The Study Of The Relationships Among The Principal’s Leadership The Teachers’ Collective Efficacy And The School Effectiveness In Junior High School

The revival of the nation is inevitably accompanied by the rise of education. It is under the current situation in which the reformation is being performed nationwide, the opening pattern of Chinese and western countries is in a concrete shape, the social situation is in a sharp change, and the thoughts are in a conflict that the society and family are making more and more demands on school education. Facing the national demand for talents and the coexistence of social development opportunities and challenges, school effectiveness as an epitome of the national education has become the focus in academia.In previous school effectiveness research, there are mainly two research points. One is the significance of school effectiveness to school development. The other one is mainly the principal’s influence on school effectiveness. But, as the main branch of a school, the faculty exerts a significant influence on the development of it. The principal’s leadership behavior and the faculty’s collective efficacy are of the same great significance to the school effectiveness.Based on the questionnaire for 654 junior middle school teachers in Hunan province, this thesis analyzes the relationship among the principal’s leadership, the faculty’s collective efficacy and the school effectiveness. In this research, the question that the effect of principal’s leadership on the school effectiveness is direct or indirect will be discussed, and some advice will be provided to improve the school effectiveness and the faculty’s professional competence. The results of the research are as follows:(1)The principal leadership behaviorGenerally, the principal’s leadership perceived by the junior high school teachers is on the upper level of "building structure" dimension and the average level of "concern and understanding" dimension. The index is completely different according to the teachers’age. The index of the teachers below 35-year-old and over 40-year-old is the highest in the dimension of "concern and understanding" while that of the teachers below 35-year-old is the highest in "building structure" dimension. In "building structure" dimension, the perception of teachers below 35-year-old is highest. In terms of teaching years, the index of the faculty’s teaching years below 5 years or over 25 years is high in the teachers’ perceived leadership behavior dimension; In "building structure" dimension, the index of the faculty’s teaching years below 5 years is high; In the "concern and understanding" dimension, the index of the faculty’s teaching years over 25 years is high. In terms of the number of students, the index of the teachers who is in charge of 30-50 students is high in the concern and understanding dimension.(2)The teachers’collective efficacyThe junior high school teachers’ collective efficacy and "collective competence" dimension are on the upper level while the task analysis dimension is on the average level. In terms of teaching years, there exist a great difference between the teachers below 35-year-old and those from 35 to 45-year-old in terms of the "faculty collective effectiveness", "collective competence" and "task analysis" dimension.(3)The school effectivenessThe school effectiveness perceived by the junior middle school teachers and other dimensions are in average. In the term of teachers’age, there exist significant differences among the school effectiveness, administrative efficiency, teaching effectiveness, student learning efficiency and environmental efficiency dimensions. The index for the teachers under 35 is high in those dimensions. In the term of the school size, the index of the teachers’perception in the school which contains over 30 classes is high in the dimension of student learning effectiveness. Besides, that of the teachers’perception in the school which contains over 40 classes is high in the dimension of "environmental relations ".(4) The principal leadership behavior and the school effectivenessThe principal leadership behavior perceived by the junior high school teachers has significant positive influence on the school effectiveness. The more principal leadership behaviors perceived by the teachers, the higher the school effectiveness is. The "building structure" dimension perceived by the teachers has positive influence on the school effectiveness too. The higher the index is, the higher the school effectiveness is. The principal’s concern and understanding perceived by the teachers exert positive influence on the "administrative efficiency" dimensions and "teaching effectiveness" dimension.(5) The teachers’collective efficacy and the school effectivenessJunior high school teachers’ collective efficacy has significant positive influence on the school effectiveness. The higher teachers’ collective efficacy is, the higher the school effectiveness perceived by the teachers is. The "collective competence" dimension and "task analysis" dimension have positive influence on the school effectiveness perceived by the teachers.(6)The principal leadership behavior the teachers’collective efficacy and school effectivenessTeacher’s collective efficacy acts as a bridge between the principals leadership behavior and school effectiveness perceived by the teachers. The principal leadership behavior not only can directly improve the school effectiveness, but also promote the school effectiveness by improving the junior middle school teacher’s collective efficacy.