| Summary: | 碩士 === 輔仁大學 === 教育領導與發展研究所 === 97 === The study intended to explore the relationship between the principal’s spiritual leadership and teachers’ organizational commitment in the public junior high schools of Taipei city. A questionnaire survey method was used in this study by the self-designed instrument in title of “The relationship between the Principal’s Spiritual Leadership and Teachers’ Organizational Commitment.” Based on stratified ratio sampling, totally 788 questionnaires were sent out to the teachers in the public junior high schools of Taipei city. There were total 699 responses with the valid return rate of 88.71%. The following statistical methods were adopted to analyze the data, such as descriptive statistics, t-test, one-way ANOVA, Person’s product-moment correlations, multiple stepwise regressions, etc.
The results of the study indicated that principals’ spiritual leadership behaviors and teachers’ organizational commitment in Taipei public junior high schools were above the average level. Respectively, the leadership behavior in building professional community and teachers’ willingness to exert their effort got the highest scores. Among all background variables, teachers’ gender, work positions of teachers, seniority of teachers in the school had significant influences on teacher’s perception of principal’s spiritual leadership and teachers’ organizational commitment. Furthermore, school size, principal’s gender and seniority of the principals were significantly correlated with the principal’s spiritual leadership. The ages of teachers showed significant differences on teachers’ organizational commitment. In addition, principal’s spiritual leadership was significantly positive correlated with teachers’ organizational commitment. The teachers’ organizational commitment could be best predicted by principal’s altruistic caring behaviors.
According to the findings, it is reasonable to suggest that the Bureau of Education should provide training courses in fostering spiritual leadership capability of the principals. In order to enhance teachers’ commitment and identification, the principal should actively care about teachers and help them to build up professional community. In the meantime, the principal should also encourage teachers to explore the meaning of their inner life, respect senior teachers, and set up job rotation mechanism. Additionally, teachers should modify their attitudes toward administrative positions and actively assume them. The junior teachers should learn from senior teachers.
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