The Relationship of Principal Leadership, School Organizational Culture, and Quality School Teachers Teaching : An Example of Taipei’s Public Elementary School

• Main Authors: Chi-Haw Li, 黎季昊
• Other Authors: 作者未提供
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/4ry34y

碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 95 === The purpose of this study is to analyze the influence and inter-relationships between principal’s leadship, school organizational culture, and quality school teachers teaching. The conclusions and suggestions are provided after literature reviewing and discussing, questionnaire surveying, and statistical analyzing. This study designs a questionnaire to survey Taipei elementary school teachers. The 540 questionnaires were sent out and then 424 were received. The questionnaires collect rate is 78.5% and questionnaires usable rate is up to 100%. After receiving these questionnaires, the information was input a computer and analyzed by the statistical software SPSS. Descriptive statistical analysis, t-testing, one-way ANOVA and multiple linear regression were used respectively in this study. The main conclusions are as follows: 1.The principal’s leadship of Taipei elementary schools is tending to be higher initiating structure and higher consideration tractor. 2.The experience to the principal’s leadship does not have significant difference among teachers with different backgrounds in Taipei elementary school. 3.It is easier to form school organizational culture when a principal uses higher initiating structure leadership. 4.There is significant relationship between principal’s leading style and school organizational culture. 5.There is no significant relationship between principal’s leadship and quality school teachers teaching. 6.The code of conduct in a school organizational culture is the best way to promote quality school teachers teaching. 7.The principal’s leadship and school organizational culture of a school can promote quality school teachers teaching.