A Study of the Relationships among Elementary School Teachers’ Transformational Leadership, Transactional Leadership, and Classroom Climate

• Main Authors: Yi-hua Yang, 楊義華
• Other Authors: kuan-pei Lin
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/58162704007939524894

碩士 === 國立屏東教育大學 === 教育行政研究所 === 96 === To explore the relationships among elementary school teachers’ transformational leadership, transactional leadership and classroom climate was the main purpose of this study. Four concrete objectives were as follows: 1.To interpret teachers’ uses of transformational leadership and transactional leadership. 2. To interpret the conditions of higher-grade classroom climate in elementary schools. 3. To explore the relationship among the presenting variables. 4. To explore the degree that elementary school teachers’ transformational leadership, transactional leadership explained for the classroom climate. Questionnaire investigation were the main approach for this study. 717 valid samples were generating by Stratified-Random-Sampling to select 5-6 grade students and teachers in Pingtung county elementary schools. “The Scale of Teachers’ Transformational Leadership and Transactional Leadership” and “The Scale of Classroom’s Ambiance” were designed to collect data, and the data were analyzed by Descriptive Analysis, T-test, One-Way Anova, Pearson’s product-moment correlation and Multiple Stepwise Regression Procedure. The results were summarized as follows: 1.Elementary school teachers applied transformational leadership and transactional leadership frequently. 2.Except the dimension of order and organization, the other results in classroom climate were generally good. 3.Gender, seniority, school location and size could affect teachers’ use of transformational leadership and transactional leadership. 4.Gender, seniority, school location and size had significant differences on Classroom’s climate. 5.There is a positive relationship among teachers’ transformational leadership and transactional leadership, and classrroom climate. 6.Teachers’ transformational leadership and transactional leadership could promote classroom climate, and the highest two were individualized care and passive intervention management. Finally, based on the results of this study, some suggestions were offered to teachers, school administrant, and the future researchers.