A Study of The Relationships Among Teachers Leadership, Classroom Atmosphere and Achievement Motivation in Elementary Schools

• Main Authors: Da-sheng Zhuang, 莊達勝
• Other Authors: Chiou Yueh Shyu
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/84895198459567206256

碩士 === 國立臺南大學 === 教育學系輔導教學碩士班 === 95 === The purpose of current study is to investigate the relationships among teacher leadership, classroom atmosphere and student achievement motivation. The study is a survey of teachers and students in 15 elementary schools in Kaohsiung county. Data from the 3-item Learning Experience Questionnaire were collected and were evaluated using descriptive statistics, one-way analysis of variance, Pearson correlation and stepwise multiple regression. Based on the data used, the study concluded that: 1.Female teachers performed substantially better than male teachers on both transformational and transactional leaderships. 2.Female teachers showed higher degree of “perceived teacher support” while male teachers show higher degree of “perceived teacher control”. 3.Teachers with over 11-year of teaching experience were obviously much better than teachers with 6- to 10-year of teaching experience on the leadership and the management of classroom . 4.The experience and the gender of a teacher had no effect on students’ achievement motivation. 5.Teachers performed better on transformational leadership, the classroom atmosphere would be better and the students’ achievement motivation would be higher. 6.If teachers applied contingent-reward and active-intervention-management techniques, the classroom atmosphere would be better and the students’ achievement motivation would be higher. 7.The better the classroom atmosphere was, the higher the students’ achievement motivation would be. 8.Teacher transformational and transactional leadership as well as classroom atmosphere had substantial influence on achievement motivation of students. The findings of the study can be served as references the teachers and administrators in elementary schools in making decisions.