| Summary: | 碩士 === 國立彰化師範大學 === 工業教育學系 === 91 === The purpose of the study was to examine the relationships among leadership attributes, leadership behaviors and leadership effectiveness of female principals at vocational high schools. The study was designed to contribute to an understanding of the types of leadership behaviors and leadership attributes which can produce high leadership effectiveness.
The population of the study was about 1095 vocational high school teachers whose principals were female in Taiwan in 2003. The samples consisted of 500 subjects who were selected by proportional stratified purposive sampling techniques. The total number of usable sets of instrument was 302 and the rate of the usable returned was 60.4%.
The research instrument was composed of four questionnaires (1) the Personal Profile for vocational female principals which was used to assess personal information, (2) the Leadership Attributes Questionnaire (LAQ) which was used to assess female principals’ leadership attributes, (3) the Leadership Behavior Questionnaire (LBQ) which was used to assess female principals’ transformational, transactional, and non-transactional leadership behaviors, (4) the Leadership Effectiveness Questionnaire (LEQ) which was used to assess female principals’ leadership effectiveness. All the LBQ, LAQ and LEQ was revised by scholars and tested by item analysis. The Cronbach α were 0.99, 0.97 and 0.98 respectively. Therefore, the validity and reliability of four questionnaires were acceptable.
The collected data were analyzed by a number of statistical techniques such as descriptive statistics, t-test, one-way ANOVA, and stepwise multiple regression. The results were as follows:
(1) There were significant differences among almost all aspects in terms of leadership behaviors, leadership attributes and leadership effectiveness based on different background variables.
(2) The transformational leadership was the highest, and the transactional leadership was the second and the non-transactional was the lowest in the relationship between the leadership behaviors and leadership attributes.
(3) The characteristic attributes and organization management attributes were highest in the relationships between the leadership attributes and leadership effectiveness.
(4) The transformational leadership was the highest, that of the transactional leadership was the second and non-transactional leadership was the lowest in the relationships between leadership behavior and leadership effectiveness.
(5) According to leadership effectiveness, (a) competence of leadership in the educational administration, (b) determined belief, (c) initiating were most important leadership attributes, however, and competence of leadership in the educational administration is the most important and (a) inspiration, (b) individualized consideration, (c) contingent reward were important leadership behaviors, inspiration and individualized consideration were the most important.
(6) The best combinations of leadership attributes for prediction of leadership effectiveness were (a) competence of leadership in the educational administration, (b) determined belief, (c) prospective, and leadership behaviors were (a) inspiration, (b) idealized attribute, and (c) inspirational motivation can achieve the highest leadership effectiveness.
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