| Summary: | 碩士 === 明新科技大學 === 服務事業管理研究所 === 99 === The main purpose of this study was to explore the relationship between after-school teachers' transformational leadership, classroom management strategy, and classroom management effectiveness. The study employed questionnaire survey method to gather the research data. The major instrument “The Description Questionnaire of the After-school Teachers’ Class Leadership” was designed to collect data. A sample of 256 children of the after-school child care centers in Northern Taiwan was generated and returned data were analyzed through t-test, one-way ANOVA, Pearson correlation analysis, and structural equation modeling.
The concrete purposes of this study were follows: 1.To understand the situation of the after-school teachers’ transformational leadership, classroom management strategy, and classroom management effectiveness. 2. To explore the difference between the after-school teachers of different characteristics in their transformational leadership, classroom management strategy, and classroom management effectiveness for the after-school programs. 3. To explore the relationship among after-school teachers’ transformational leadership, classroom management strategy, and classroom management effectiveness.4.The after-school teachers’ transformation leadership and classroom management strategy could be effect on classroom management effectiveness directly and mediate. 5. Based on the results of this study, to make some suggestions for teachers’ classroom management and future study for the after-school programs.
The results were summarized as follows: 1. The performance for teachers' transformational leadership showed above the average level. The after-school teachers often used inspiration, but they seldom used individualized consideration. 2. The performance for after-school teachers' classroom management strategy showed above the average level. The after-school teachers often used study consulting strategy, but they seldom used interpersonal consulting strategy. 3. The performance for teachers' classroom management showed above the average level. The teaching-quality effectiveness revealed to have the best outcome, and the Life-adaption effectiveness revealed to have the lowest outcome. 4. There was no significant difference among the sex of children for their after-school teachers’ transformational leadership, classroom management strategy, and classroom management effectiveness. 5.Significant differences existed among the grade of children for teachers’ after-school teachers’ transformational leadership and classroom management strategy. 6. There was significant relationship among after-school teachers’ transformational leadership, classroom management strategy and classroom management effectiveness. 7. It was found that classroom management strategy and effectiveness could be influenced significantly by the teacher transformational leadership for the after-school programs. 8. The classroom effectiveness could be influenced significantly by the classroom management strategy for the after-school program. 9. Also, the classroom strategy had the significant mediated effects on after-school teacher transformational leadership and classroom management effectiveness.
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