| Summary: | 碩士 === 國立新竹教育大學 === 人資處教育行政碩士專班 === 98 === Both the principal’s empowerment leadership and the teacher’s active effectiveness are important factors of student’s learning performance. This study is first to explore the current situations and the differences of elementary school principal’s distributed leadership, teacher’s organizational citizenship behavior and student’s learning achievement. Next, the interrelationships among elementary school principal’s distributed leadership, teacher’s organizational citizenship behaviors and student’s learning achievement are discussed. Finally, it further explores the impact of elementary school principal’s distributed leadership and teacher’s organizational citizenship behaviors on the student’s learning achievement.
The research methods include literature review and questionnaire survey. The survey subjects are elementary school education officers across Hsin-chu and Miaoli areas. The research handed out 1011 questionnaires, among which there were 698 questionnaires valid with the availability rate of 86%. The data is analyzed by factor analysis, reliability analysis, descriptive statistics, independent sample t-test, one-way ANOVA and SEM. The findings based on the results of the research are as follows:
1. Elementary school education officers’ perception of principal’s distributed
leadership is above average, and the dimension “focus leadership practices” showed the highest level.
2. Elementary school education officers’ perception of teacher’s organizational
citizenship behaviors is above average, and the dimension “ facilitate the behavior
of others” showed the highest level .
3. Elementary school education officers’ perception of student’s learning achievement is above average, and the dimension “student behavior” showed the highest level.
4. The education officers who get the higher scores on principal’s distributed
leadership are those who are above 51 years old, more than 21 years of service, with
the highest academic qualification above the Institute, as principals, as part-time
administrative workers, working in the small and medium schools less than 24
classes, and large schools more than 37 classes.
5. The education officers who get the higher scores on teacher’s organizational
citizenship behaviors are those who are above 51 years old, and who are principals.
6. The education officers who get the higher scores on student’s learning achievement
are those who are male, above 51 years old, more than 21 years of service, with the
highest academic qualification above the Institute, as principals, and who are
working in the large schools more than 37 classes.
7. Principal’s distributed leadership through teacher’s organizational citizenship
behaviors has a high explanatory power on student’s learning achievement.
According to the research findings, some suggestions are proposed for the
reference of education-related units, elementary school principals, teachers and research staff engaged in future related researches.
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