A study on the Relationship between Transformational Leadership Behaviors and Strategies of School Management: The Case of Aboriginal Elementary School Principals in Kaohsiung and Pingtung Counties

• Main Authors: Chang-Ming Wang, 王昌明
• Other Authors: Ming-Ching Wu
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/hb2eyy

碩士 === 淡江大學 === 教育政策與領導研究所碩士在職專班 === 97 === The purpose of this study was to analyhze the relationship between aboriginal elementary school principal’s transformational leadership behaviors and strategies of school management in Kaohsiung and Pingtung Counties. Subjects of this study were 203 teachers sampled from aboriginal elementary schools in Kaohsiung and Pingtung Counties. A questionnaire was developed as the instrument for data collection. Data was analyzed by using descriptive and inferential statistical methods, including mean, standard deviation, t-test, one-way ANOVA, Pearson’s product-moment correlation and stepwise multiple regression. Findings of this study were summarized as followss: 1. Most of teachers of the aboriginal elementary schools perceived a upper-intermediate level for principal’s transformational leadership behaviors and strategies of school management. 2. There were significant differences in teachers’ perceptions of principal’s transformational leadership behaviors by teacher’s duties, principal’s gender, native place, age and seniority of principal. 3. There were significant differences in teachers’ perceptions of principal’s strategies of school management by teacher’s gender, scale of school , principal’s gender, age and seniority of principal. 4. The principal’s transformational leadership behaviors and strategies of school management were positively correlated. 5. The principal’s transformational leadership behaviors could predict effectively the strategies of school management, especially transformational behaviors such as “ inspirational motivation ” , “ individualized consideration ”, “ intellectual stimulation ”. Based on the above findings, some suggestions were presented for principals of the aboriginal elementary school as well as for future studies.