The Effect of Teachers’ Transformational Leadership on Classroom Climate and Learning Stress among Elementary Higher Grades Students

• Main Authors: Chih-Lan Zheng, 鄭志蘭
• Other Authors: Shu-Yeng Wong
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/55475185116806391305

碩士 === 大葉大學 === 教育專業發展研究所碩士在職專班 === 99 === The purpose of this study was to explore the effect of teachers’ transformational leadership on classroom climate and learning stress among higher grades elementary students. The study was conducted through the questionnaire-survey method. Participants were 728 elementary students in Taiwan. The results are as follows: (1) Higher grades elementary school teachers’ transformational leadership, class climate and learning stress were generally good. (2)There were significant sex and grade differences in the perception of teachers’ transformational leadership, classroom climate and learning stress. (3) There was a significant positive correlation between teachers’ transformational leadership and classroom climate, whereas there was a significant negative correlation between teachers’ transformational leadership and learning stress. There was a significant negative correlation between classroom climate and learning stress.(4) Teachers’ transformational leadership has a direct impact on classroom climate. Teachers’ transformational leadership and classroom climate have a direct impact on learning stress. Teachers’ transformational leadership can indirect mitigate learning stress through classroom climate.