Abstract
ABSTRACT Research shows that positive instructional supervision by principals cultivates a conducive teaching environment, promoting student success. This study, set in Taiwan, examined the relationship between principals’ positive instructional supervision and teachers’ teaching effectiveness. As a cross-sectional study, it utilized a stratified sampling method, collecting 900 valid survey scales from elementary school teachers in Taipei City. Employing a structural equation model, the study identified principals’ positive instructional supervision had a positive effect on teachers’ teaching effectiveness. Implications emphasize the potential enhancement of teacher effectiveness through positive supervision and clear goal-setting. Long-term positive relationships between principals and teachers enrich positive supervision partnerships.
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