A Study of the Relationships between Principle Leadership Trust and Teacher Organizational Commitment at Elementary Schools in Taipei County

• Main Authors: Sheng-Wen Hsiao, 蕭勝文
• Other Authors: Chih-Lin Sun
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/50442299602268641346

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 98 === The main purpose of this study was to investigate the relationships between principal leadership trust and teacher organizational commitment at elementary schools in Taipei county. At the beginning, the literatures related principal leadership trust and teacher organizational commitment were collected, explored and analyzed. Secondly, the framework of this study was developed, and the researcher designed a questionnaire as the research tool for this study. Teachers at elementary schools in Taipei county during 2009 academic year were the survey subjects. A stratified random sampling of 41 schools was conducted and 426 valid questionnaires were received, the available rate of 96.8% being reached. The statistics methods employed comprise t-test, one-way ANOVA, Pearson product-moment correlation, and stepwise multiple regression analysis. The findings of this study were listed: 1. Teachers’ perceptions of communication trust were the highest among five dimensions, but the consistency trust was lower than the others. 2. Teachers with different gender, ages, job years and educational background counld not affect their perceptions of principal leadership trust. 3. The administrative teachers showed higher perceptions of principal leadership trust than those who were not administrative teachers. 4. Teachers in the rural areas had more perceptions of principal leadership trust than those teaching in the suburban and urban areas. 5. Teachers in a 12-class or less schools had higher perceptions of the principal leadership trust. 6. The “job involuement” was the hightest among the teacher organization commitment, the “teacher retention” and the “organizational identity” were the second and third. 7. Teachers with different gender, ages, job years and educational background would not affect the teacher organizational commitment. 8. The administrative teachers showed higher perceptions of teacher organizational commitment than those who were not administrative teachers. 9. Teachers in the urban areas showed higher perceptions of “teacher retention” than those in the suburban areas. 10. Teachers in a 72 class or more school have higher perceptions of “teacher retention”. 11. The more perceptions of principal leadership trust, the more performance of teacher organization commitment. 12. The principal leadership trust can forecast the teacher organizational commitment effectively. Based on the conclusion of this study, the researcher proposed recommendations that might benefit educational authorities, elementary schools, with the hope that this study would contribute to promote future researches of principal’s leadership trust and teacher’s organizational commitment.