東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ subject:"Education, Adult and Continuing." ]

切換: 標籤 | MARC模式 | ISBD

A study of the relationships between...

Yu, Chien.

FindBook

Google Book

Amazon

博客來

A study of the relationships between the self-directed learning readiness and job performance for high school principals.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A study of the relationships between the self-directed learning readiness and job performance for high school principals./
作者:	Yu, Chien.
面頁冊數:	209 p.
附註:	Adviser: Anthony Olinzock.
Contained By:	Dissertation Abstracts International59-05A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9834104
ISBN:	0591873664

A study of the relationships between the self-directed learning readiness and job performance for high school principals.
Yu, Chien.

A study of the relationships between the self-directed learning readiness and job performance for high school principals. - 209 p.

Adviser: Anthony Olinzock.

Thesis (Ph.D.)--The Ohio State University, 1998.

The principal plays a key role in the performance and attitudes of school faculty and students (Sergiovanni, 1987). An effective principal not only can contribute to schools, but also can help students develop learning skills and creativity in the changing society.

ISBN: 0591873664Subjects--Topical Terms:

626632
Education, Adult and Continuing.

A study of the relationships between the self-directed learning readiness and job performance for high school principals.
LDR:03626nam 2200301 a 45 001 936786
005 20110510
008 110510s1998 eng d
020 $a 0591873664
035 $a (UnM)AAI9834104
035 $a AAI9834104
040 $a UnM $c UnM
100 1 $a Yu, Chien. $3 1260619
245 1 0 $a A study of the relationships between the self-directed learning readiness and job performance for high school principals.
300 $a 209 p.
500 $a Adviser: Anthony Olinzock.
500 $a Source: Dissertation Abstracts International, Volume: 59-05, Section: A, page: 1432.
502 $a Thesis (Ph.D.)--The Ohio State University, 1998.
520 $a The principal plays a key role in the performance and attitudes of school faculty and students (Sergiovanni, 1987). An effective principal not only can contribute to schools, but also can help students develop learning skills and creativity in the changing society.
520 $a The performance of principals, however, is difficult to define and evaluate (Ginsberg & Thompson, 1992; Atkinson & Wilmore, 1993). Many competencies discussed in the principalship literature, such as continuing learning (Daresh & Playko, 1992), problem-solving (NASSP, 1990), openness to new ideas (Smith & Andrews, 1989), and proactive orientation (Coghan, Lake & Schroder, 1983) are connected to the eight factors necessary for self-directed learning, Brockett and Hiemstra (1991) indicated that self-directed learning would maintain one's own learning in the informational age. The purpose of this study was to determine the relationships among high school principals' readiness for self-directed learning, their perception of job performance, and selected demographic characteristics.
520 $a Sixty-one high school principals in Columbus, Ohio were asked to participate in this study. The Self-Directed Learning Readiness Scale (SDLRS) was used to measure the high school principals' self-directed learning readiness. A five-point Likert scale was used to rate principals' self-perceived job performance in the areas of problem analysis, judgement, organizational ability, decisiveness, leadership, sensitivity, stress tolerance, oral communication, written communication, range of interest, personal motivation, educational values, human & public relations, and professional activities.
520 $a The findings of this study indicate that, as a whole, high school principals were satisfied with their overall job performance, and were more likely to determine their learning needs and plan and implement their own learning compared to the general adult group. Statistically significant differences in SDLRS were found when the participants were grouped based on school location and salary; statistically significant differences were found for the participants' job performance scores when they were grouped based on gender and race. A low, positive relationship was found between the self-directed learning readiness and job performance. Significant relationships were found between the principals' mean job performance score and their perception of job performance skills in the areas of problem analysis, judgement. organizational ability, decisiveness, leadership, stress tolerance, oral communication, range of interest, personal motivation, educational values, human & public relations, and professional activities.
590 $a School code: 0168.
650 4 $a Education, Adult and Continuing. $3 626632
690 $a 0516
710 2 0 $a The Ohio State University. $3 718944
773 0 $t Dissertation Abstracts International $g 59-05A.
790 $a 0168
790 1 0 $a Olinzock, Anthony, $e advisor
791 $a Ph.D.
792 $a 1998
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9834104