| Summary: | 碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 94 === The aim of this research was to explore the correlation among self-conception of elementary school’s gifted students, teacher’s leadership style, and learning adjustment. This research uses a total of 605 subjects of gifted students of higher division from 32 classes among 16 elementary schools in Taiwan. The instruments used in this study include the Children Self-Concept Scale, the Teachers’ Transformational Leadership and Transactional Leadership Scale, and Learning Adjustment Scale. The data was analyzed and discussed with Two-way ANOVA, Pearson Product-Moment Correlation, Stepwise Multiple Regression, etc. The results were listed as follows:
1. There was no significant correlation between gender and grade in self-conception for gifted students. The self-conception score of the gifted students from the fifth grade was higher than that of the sixth graders.
2. There was no significant correlation between gender and grade in teachers’ transformational leadership for gifted students. The transformational leadership score of the female gifted students in the elementary school was higher than that of male students. The conscious transformational leadership score of the gifted students from the fifth grade was higher than that of the sixth graders.
3. There was no significant correlation between gender and different year group in teachers’ transactional leadership for gifted students. The conscious transactional leadership score of the gifted students from the fifth grade was higher than that of the sixth graders.
4. There was no significant correlation between gender and grade in learning adjustment for gifted students. The learning adjustment score of the female gifted students in the elementary school was higher than that of male students. The learning adjustment score of the gifted students from the fifth grade was higher than that of the sixth graders.
5. There was a positive correlation between self conception and learning adjustment for gifted students.
6. There was a positive correlation between transformational leadership and learning adjustment for gifted students.
7. There was a positive correlation between transactional leadership and learning adjustment for gifted students.
8. The overall self-conception, charisma, performance, passive management, and ability of elementary gifted students could predict their learning adjustment.
Suggestions were provided based on the aforementioned descriptions of this research for the reference of future research and educational counseling.
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