| Summary: | 碩士 === 國立中正大學 === 教育研究所 === 91 === Abstract
The main purposes of this study are, firstly, to figure out the practice of principals’ transformational leadership and teachers’ efficacy for elementary schools in Yunlin County, Chiayi County, Chiayi City, Tainan County, and Tainan City. Secondly, the variances of teachers’ personal backgrounds and school environmental variables, and the variances of principals’ transformational leadership and teachers’ efficacy are compared in this study. Meanwhile, this study explores the relationship between principals’ transformational leadership and teachers’ efficacy. Finally, suggestions based on those conclusions of this study are provided to improve principals’ transformational leadership as well as to promote teachers’ efficacy.
Survey research was conducted in this study. “A questionnaire of principals’ transformational leadership and teachers’ efficacy” was used to survey 521 elementary school teachers from Yunlin County, Chiayi County, Chiayi City, Tainan County, and Tainan City. Data from the questionnaire were statistically analyzed by Mean, Standard Deviation, t-test, ANOVA, Pearson’s Product-moment Correlation, and Multiple Regression Analysis.
The conclusions of this study are synthesized as followed:
1. Most of those teachers show higher perception to the principals’ transformational leadership.
2. Significant differences were found on the part of teachers’ perception of principals’ transformational leadership, given the consideration of teachers’ demographic variations: ages, service duration, with concurrently administrative duties or not.
3. Teachers’ perception of principals’ transformational leadership differ from one another according to some considerations: where their schools are located, and the scale of their schools.
4. Most of those teachers show the efficacy at the degree of “middle”, while they show “middle” in personal teaching, and “middle-low” in general teaching.
5. Significant differences were found on the part of teachers’ perception of teacher efficacy, given the consideration of teachers’ demographic variations: ages, service duration, with concurrently administration duties or not.
6. Teachers’ perceptions of teacher efficacy differ from one another according to some considerations: where their schools are located, and the scale of their schools.
7. There were positive correlations between every subparts of principals’ transformational leadership and that of teachers’ efficacy.
8. The background of the elementary schools teachers, the school environments, and some parts of principals’ transformational leadership has a significant predictability of the teachers’ efficacy, especially the principals’ “intellectual stimulation” shows the highest predictability.
Finally, based on those findings, the study suggests some implications of administrative authorities, elementary school, teachers, and further studies as well.
1. Educational authorities should: 1) take the knowledge and techniques of leadership as parts of the principals’ evaluation; 2) provide some programs and courses of professional leadership knowledge for elementary school principals.
2. Elementary school principals’ should focus more on: 1) intellectual stimulation; 2) schools’ envision leading; 3) individualized consideration; 4) respecting those elder or senior teachers.
3. Elementary school teachers should: 1) enforce their belief of general teaching efficacy; 2) positively participate all kinds of administrative activities.
4. The future study should pay more attention to: 1) these aspects of where the resources are, and how to get the information; 2) further discussions of how principals make the most effective application of transformational leadership in all aspects; 3) further study on the achievement and overlook of the principals’ transformational leadership; 4) further study of how to provide novice teachers in-service training, and arrange the teaching aids from those senior teachers; 5) further study of how to promote teachers’ general teaching efficacy.
Keywords: elementary school, principals’ transformational leadership, teachers’ efficacy.
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