| Summary: | 碩士 === 國立臺灣師範大學 === 教育研究所 === 89 === A Study of the Relationships among Principals’ Transformational Leadership, Transactional Leadership and the Capacity for Organizational Learning in Elementary Schools.
Jau — Ren Chang
Abstract
Via the analyses of literature reviews and questionnaires, this study aims at investigating the relationship among the three variables — elementary school principals’ transformational leadership, transactional leadership and the capacity for organizational learning. Based on the results of investigating 1015 elementary school teachers, the major findings are as follows:
A.On principal transformational leadership
a.From elementary school teachers’ perception of their principals’ transformational leadership, the average score is 3.94. The most frequently used dimension is “inspirational motivation”, next in order “shaped vision”, “intellectual stimulation”, “individual consideration”, ”charisma influence”.
b.Teachers'''''''' background variables on principals’ transformational leadership. Sex and position of service both result in significant differences, while age, years of service, educational backgrounds show no significant difference.
c.Schools'''''''' background variables on principals’ transformational leadership. The locations of schools show significant differences, while the scales of schools, different implementation of the New 1-9 Curriculum show no significant difference.
B.On principal transactional leadership
a.From elementary school teachers’ perception of their principals’ transactional leadership, the average grade is 3.26. The most frequently used dimension is “active management by exception”; next in order “reward”, “promises”, “passive management by exception”.
b.Teachers'''''''' background variables on principals’ transactional leadership. The two variables sex and position of service show significant differences, while age, years of service, educational backgrounds show no significant difference.
c.Schools'''''''' background variables on principals’ transactional leadership. The scales of schools, the locations of schools, implementation of the New 1-9 Curriculum schools all show significant differences.
C.On the capacity for organizational learning.
a.From elementary school teachers’ perception the capacity for organizational learning, the average grade is 3.65, the most dimension of their perception is “feedback and accountability”, next in order ” teachers’ professional knowledge and skills”, “teachers’ share commitment”, “teachers’ collaboration”,” supportive leadership”, “structure change”.
b.Teachers'''''''' background variables on the capacity for organizational learning. Sex, age, years of service, educational backgrounds show significant differences.
c.Schools'''''''' background variables on the capacity for organizational learning. The scales of schools, the locations of schools and implementation of the New 1-9 Curriculum schools all show significant differences.
D.On the relationship of principals’ transformational leadership, transactional leadership and the capacity for organizational learning.
a.Significant positive correlation exists between the principals’ transformational leadership, transactional leadership and the capacity for organizational learning.
I.The correlation coefficient between principals’ transformational leadership and transactional leadership is .58.
II.The correlation coefficient between principals’ transactional leadership and the capacity for organizational learning is .52, but it shows negative correlation between passive management by exception and the capacity for organizational learning.
III.The correlation coefficient between the principals’ transformational leadership, transactional leadership is .60.
b.The canonical correlation exists among the principals’ transformational leadership, transactional leadership and the capacity for organizational learning.
I.Two groups’ canonical factors have reached the level of significance between the principals’ transformational leadership and the capacity for organizational learning. Through two groups’ canonical factors, principals’ transformational leadership can explain the capacity for organizational learning , 25.87﹪of the total variance; two groups’ canonical factors can directly explain the capacity for organizational learning, 51﹪of the total variance.
II.Three groups’ canonical factors have reached the level of significance between the principals’ transactional leadership and the capacity for organizational learning. Through three groups’ canonical factors, principals’ transactional leadership can explain the capacity for organizational learning, 25.01﹪of the total variance. Moreover, three groups’ canonical factors can directly explain the capacity for organizational learning, 46﹪of the total variance.
c.Transformational leadership and transactional leadership show significant differences on the schools’ capacity for organizational learning.
I.Low, middle, high degrees of the principals’ transformational leadership groups show significant differences on the capacity for organizational learning.
II.Low, middle, high degrees of the principals’ transactional leadership groups show significant differences on the capacity for organizational learning.
III.High degree of passive management by exception has degraded the capacity for organizational learning.
d.There is no significance interactive effects between principals’ transformational leadership and transactional leadership on the capacity for organizational learning.
e.The transformational leadership and transactional leadership have significant prediction on the capacity for organizational learning. Two variables could explain 39% of the total variance.
Based on the above-mentioned conclusions, this study also offers suggestions to educational administration units, school principals, teachers and researchers for further studies.
Keywords: transformational leadership, transactional leadership, the capacity for organizational learning.
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