| Summary: | 碩士 === 國立政治大學 === 學校行政碩士在職專班 === 99 === The purpose of the study was to investigate the relationship between principals’ competing values leadership behavior and teachers’ organizational commitment in elementary schools. The reasearch method this study adopted is survey reasearch. Data were collected from 1043 teachers of elementary schools in northern parts of Taiwan. The response rates were 85.91%; the usable rates were 81.30%. The collected data were analyzed by using the statistical methods of percentile rank, t-test, one-way ANOVA, χ2 test, Pearson product-moment correlation and regression analysis.
The conclusions of this study are:
1.Among all of the dimensions of principals’ competing values leadership behavior, “Compete” is the dominant in the elementary schools. And “Balanced Style” ranks the highest.
2.Among all of the dimensions of teachers’ organizational commitment, “Effort Intention” is the dominant in the elementary schools.
3.Male principals have better performances in “Collaborate”. Young principals have better performances among all of the dimensions of principals’ competing values leadership behavior.
4.Principals in small-sized schools and in remote area schools have better performances among all of the dimensions of principals’ competing values leadership behavior.
5.Among competing values leadership behavior of elder principals, “Balanced Style” ranks lower and “Mediocre Style”ranks higher.
6.Among competing values leadership behavior of principals in small-sized schools and in remote area schools, “Balanced Style” ranks higer and “Mediocre Style”ranks lower.
7.Elder, senior teachers and directors in schools have higher organizational commitment; teachers in small-sized schools and in remote area schools also have higher organizational commitment.
8.Underneath principals’ competing values leadership behavior , Teachers have the best organizational commitment toward “Balanced Style”, the next-best organizational commitment toward “Unbalanced Style” and the worst organizational commitment toward “Mediocre Style”.
9.There is a positive relationship between principals’ competing values leadership behavior and teachers’ organizational commitment. Principals with better leadership performances tend to enhance teachers’ organizational commitment.
10.Principals ’ competing values leadership behavior promote teachers’ organizational commitment. Among all of the dimensions of principals’ competing values leadership behavior, “Collaborate” and “Compete” have significant predictabilty, “Balanced Perspective” could be modified.
Based on the findings, the study offers suggestions for the education authorities, the principals of elementary schools, and the future researchers, hoping to shed light on the development of elementary school education in the future.
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