| Summary: | 碩士 === 輔仁大學 === 教育領導與發展研究所 === 96 === The purpose of the study was to explore the relationship between the elementary school teachers perceive the principal’s motivational behavior and the teachers’ professional commitment at elementary schools in Tao-yuan County. First of all, the goal was to search and collect literature about motivation and the teachers’ professional commitment. Second, based on the result of literature review, and to set up instructions of this study and take preparation test further and to establish a self-designed survey. The survey “Questionnaire of the Elementary School Teachers Perceive the Principal’s Motivational Behavior and the Teachers’ Professional Commitment” was used as the research tool. Then, the sample consists of 870 teachers in various elementary schools in Tao-yuan County. It is used by stratified random sampling selected from 62 public elementary schools. 765 copies were returned and among all the retrieved questionnaires, 756 of them were valid, the response rate was 88%, the response rate of useful questionnaires was 87%. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation and stepwise multiple regression analysis. Finally, the analysis and discussion of the results will be presented.
Based on the results of the study, the following conclusions are obtained:
1. Presently, the teachers felt medium-high degree of the principal’s motivational behavior at elementary schools in Tao-yuan County. The level of the “approving working achievements and performance” score the highest. The second highest score was “Building a good working environment”. Then came the “improving school fringe benefit”. The score of the “encouraging further education and professional growth” was the lowest.
2. Presently, the teachers felt good degree of the teachers’ professional commitment at elementary schools in Tao-yuan County. The performance of the “conform to the ethic” was the best, the performance of the “pursue in-service education” was the second, next in order is the “career devotion” and “professional investment”. The performance of the “professional recognizition” was the lowest.
3. The teachers with different background variables, including years of teaching, job titles, principal’s age, years of principal’s service, size of school, school district position had significant differences on perceive the principal’s motivational behavior. The teachers with different background variables, including “above 21 years of teaching”, “administrative teachers”, “ages below 45 of principal”, “1-4 years of principal’s service”. “below 12 classes”, “remote districts” had higher perception. The teachers with different background variables, including “gender”, “ages”, “academic degree” didn’t have significant differences on perceive the principal’s motivational behavior.
4. The teachers with different background variables, including gender, ages, academic degree, years of teaching, job titles, size of school, school district position had significant differences on the teachers’ professional commitment. The teachers with different background variables, including “male”, “ages of 41-50”, “above graduate school”, “above 21 years of teaching”, “administrative teachers”, “below 12 classes”, “remote districts” had higher perception on the teachers’ professional commitment.
5. There was a significant positive relationship between the principal’s motivational behavior and the teachers’ professional commitment. Teachers perceive the principal’s motivational behavior better who have the higher level of the teachers’ professional commitment.
6. Awareness of the principal’s motivational behavior had predictability on the teachers’ professional commitment, and the level of the “approving working achievements and performance” was the strongest predictor to the teachers’ professional commitment.
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