| Summary: | 碩士 === 國立政治大學 === 學校行政碩士在職專班 === 98 === This study aimed to explore the current situation of Taipei County elementary schools’ distributed leadership and teacher academic optimism, and to analyze different background variables and school variables’ on the different perception of distributed leadership and teacher academic optimism, and to discuss the relationship between distributed leadership and teacher academic optimism. Based on the research conclusions, I also submitted recommendations for the relevant institutions’ reference. To achieve these purposes, this study used questionnaire survey method. I used the directors, team leaders and teachers from 60 elementary schools in Taipei County as our study objects. A total of 632 questionnaires were distributed, with 553 valid questionnaires. The effective rate was 87.5%. In this study, I used SPSS 17.0 for Windows and LISREL 8.80 statistical software for analysis and obtained the following conclusions:
1.Taipei County elementary school teachers’ perception of distributed leadership and teacher academic optimism is high.
2.There is no significant difference in different gender, education level, school size, school location in teachers’ perception of distributed leadership and teacher academic optimism.
3.Over 50 (inclusive) years old teachers’ perception on distributed leadership is higher than teachers under 40 years old. The teacher academic optimism is also higher than 30 (inclusive) to 40 years old teachers.
4.Teacher’s year of service above 20 (inclusive) years, their perception on distributed leadership and teacher academic optimism is higher than the teachers under 10 years.
5.Teachers also hold the post as directors’ perception on distributed leadership is higher than class teachers. Their perception of teachers academic optimism is also higher than teachers also hold the post as team leaders and class teachers.
6.Teachers at the school history of less than 30 years and school history over 90 years, their perception of distributed leadership is higher than teachers at school years between 30 (including) years to 60 years and school history of 60 (inclusive) years to 90 years. Their perception of teacher academic optimism is also higher than teachers at school history of 30 (inclusive) years to 60 years.
7.The model constructed in this study was supported through structural equation modeling test. Distributed leadership has a significant positive impact on teacher academic optimism.
Finally, based on the above research conclusions, I submitted specific recommendations as references and applications for educational administration and elementary school administration.
Keywords: distributed leadership, teacher academic optimism
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