English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113656/144643 (79%)
Visitors : 51725134      Online Users : 547
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/75262
    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/75262


    Title: Exploring the relationship among principals supervision of instruction, teachers` knowledge sharing and teachers` professional development: A test of the mediated-effects model
    Authors: Chen, Chien Chih;Chen, T.-Y.
    陳建志
    Contributors: 教育系
    Keywords: Instructional supervision;Knowledge sharing;Mediated-effects model;Teachers professional development
    Date: 2013-06
    Issue Date: 2015-05-21 17:02:00 (UTC+8)
    Abstract: This study aims to analyze the relationship between principal`s supervision of instruction, teachers` knowledge sharing and teachers` professional development by using mediated-effects model. Previous studies normally use directed-effects model. However, the use of directed-effects model does not resolve the most important theoretical issues concerning the means by which principals achieve an impact on teachers` professional development through teachers` knowledge sharing. Therefore, we use mediated-effects model to analyze the relationship in this study. By using product-moment correlation, regression analysis and the structural equation modeling (SEM), this study examined the relationship between principal`s supervision of instruction and teachers` professional development mediated by the condition of knowledge sharing. Three related questionnaires were used to measure the major variables while data was collected of teachers in Pingtung County. It was found that principal`s supervision of instruction can predict teachers` knowledge sharing and principal`s supervision of instruction and teachers` knowledge sharing can also predict teachers` professional development.Also, the result from mediated-effects model indicated that knowledge sharing had the significant mediated effects of supervision of instruction on teachers` professional development.
    Relation: Contemporary Educational Research Quarterly, 21(2), 69-111
    Data Type: article
    DOI 連結: http://dx.doi.org/10.6151/CERQ.2013.2102.03
    DOI: 10.6151/CERQ.2013.2102.03
    Appears in Collections:[教育學系] 期刊論文

    Files in This Item:

    File Description SizeFormat
    index.html0KbHTML2951View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback