A study of the relationships beteen teacher leadership behaviors and teacher-student conflict under psychological contract perspective.

• Main Authors: Meng Yi, Hsieh, 謝孟宜
• Other Authors: Ryh-Wu,Yeh
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/60648594592176027406

碩士 === 玄奘大學 === 國際企業學系碩士班 === 98 === ABSTRACT The purpose of this research is to study the relationship between teachers’ leadership behaviors and teacher-student conflict under psychological contract perspective. This research is conducted by survey. Eventually, 308 valid samples out of total 467 questionnaires were collected from sophomores of junior high schools in Miao Li County. The collected data were analyzed by descriptive statistics, credibility and validity analysis, Pearson product-moment correlation, and regression analysis. The conclusions were induced as follows: 1. “Charisma” of transformational leadership indicates the most significant positive correlation regarding the relationship between the perception of junior high school students and the anticipated teachers’ leadership behaviors and teacher leadership efficacy. 2. “Charisma” of transformational leadership indicates the most significant negative correlation regarding the relationship between the perception of junior high school students and teachers’ leadership behaviors and teacher-student conflict; negative intervention management of transactional leadership shows the most significant positive correlation. 3. Positive intervention management and negative intervention management of transactional leadership indicate the most negative correlation on junior high school students’ anticipation of teachers leadership behaviors and teacher-student conflict. 4. Charisma fit, personal care fit, and contingent reward fit show satisfying performance on the relationship between teacher-leadership efficacy and teacher-student conflict. 5. Negative intervention management fit shows the most significant negative correlation on teacher-student conflict. Based on the findings above, suggestions are give to educational administration institutions, schools and researchers.