A Study on Relationships among Elementary School Principals’Level 5 Leadership, Teachers’ Organizational Citizenship Behaviorand School Effectiveness: An Example of Taoyuan County

• Main Authors: WAN-CHUN CHANG, 張婉君
• Other Authors: Ching-Lin Yang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/30305187480148718047

碩士 === 中原大學 === 教育研究所 === 97 === Abstract This study investigates the current situation, different background variables effecting, forecast and relationships of principals’ level 5 leadership, teachers’ organizational citizenship behavior（OCB）and school effectiveness for elementary school of Taoyuan County. According to “principals’ level 5 leadership questionnaires, teachers’ OCB questionnaires and school effectiveness questionnaires”, based in Taoyuan County using stratified random sampling of 1108 teachers from 75 schools. Receiving back 951 valid ones after the elimination of 15 invalid ones. The valid response rate is 80.4%. All data collected were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, canonical correlation etc. The conclusions are as follows: 1. The highest dimension of Taoyuan County elementary school principals’ level 5 leadership is “facing difficult position”, the lowest dimension is “grasping hedgehog principle” (“predominating hedgehog principle”) 2. The highest dimension of Taoyuan county elementary school teachers’ OCB is “demanding by self ”, the lowest dimension is “helping initiative” 3. The highest dimension of Taoyuan county elementary schools’ effectiveness is “teachers’ teaching effectiveness ”, the lowest dimension is “community parents support” 4. Male, principals, principals’ service longer, teaching service longer, higher education, being chairman, smaller school and schools located in rural areas have higher principals’ level 5 leadership. 5. Teaching service longer, education higher, being chairman, smaller schools and schools located in rural areas makes teachers’ OCB higher. 6. Male, teaching service longer, education higher, being chairman, smaller schools and schools located in rural areas makes schools’ effectiveness higher. 7. Principals and teachers are significantly different on principals’ level 5 leadership & schools’ effectiveness and principals have higher perception than teachers. 8. There is a high positive correlation between principals’ level 5 leadership and schools’ effectiveness. 9. There is a high positive correlation between principals’ level 5 leadership and teachers’ OCB. 10. There is a high positive correlation between teachers’ OCB and schools’ effectiveness. 11. The best forecasting of the dimensions of schools’ effectiveness is “recognizing organization”, followed by “dedicated law-abiding”, “helping initiative”, “find the right guy”, “using technology management” ,“facing difficult position”. Finally, according to the findings above, suggestions are given to educational administrations, principals, teachers and future research. According to the results above, offering suggests as follows: 1. To educational administrations: During the principal selection, training certificates and inspection emphasize level 5 leadership courses and content, meanwhile evaluation into the school. 2. To principals: Advocate level 5 leadership content , set job rotation system and encourage good senior teachers to direct courses or peer inspection. 3. To teachers: Encourage teachers in graduate education and learning, try to take part in administrative work and to cooperate with colleagues to learn. 4. To future research: (A) Expanding the researching area. (B) Through the depth interviews, qualitative research and advanced statistical methods to quantify the results and do more dimensions test for interaction. (C) Increase the process of experts’ validity and the relevance of researching tools, make the research results better.