A Research on the Relationships among Principal’s Multi-Frame Leadership, Teacher Leadership, School Culture and School Effectiveness

• Main Authors: Roger J. J. Lin, 林俊傑
• Other Authors: 黃文三 鄭彩鳳
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/62513964519540352109

博士 === 高雄師範大學 === 教育學系 === 99 === Abstract The purpose of this study was to investigate the relationships among principal’s multi-frame leadership, teacher leadership, school culture, and school effectiveness. The followings were the main objectives of this study: 1. To understand the importance and current situations of principals’ multi-frame leadership, teacher leadership, school culture, and school effectiveness. 2. To analyze the difference of perception of principals’ multi-frame leadership, teacher leadership, school culture, and school effectiveness among teachers of the schools of different sizes and ages and locations. 3. To analyze the K. Pearson product-moment correlation and the canonical correlation among principals’ multi-frame leadership, teacher leadership, school culture, and school effectiveness. 4. To investigate different structural models among principals’ multi-frame leadership, teacher leadership, school culture, and school effectiveness. 5. To verify the overall structural model of principals’ multi-frame leadership, teacher leadership, school culture, and school effectiveness. The method adopted in this study was survey research. Data were collected from 1030 teachers of public junior high schools in Taiwan. The instrument of this research was the “Principal’s Multi-frame Leadership, Teacher Leadership, School Culture, and School Effectiveness Questionnaire” constructed by the author. Adopting judgment sampling, the study sent out 1,500 questionnaires, with 1,093 questionnaires returned and 1,017 of them being usable, achieving a return rate of questionnaires at 72.87% and a return rate of usable questionnaires at 68.67%. Descriptive statistics, one-way ANOVA, K. Pearson product-moment correlation, canonical correlation analysis, and structural equation modeling (AMOS) were used to analyze the data. The following 10 conclusions were drawn from this study: 1. The multi-frame leadership emphasizes viewing the involved and complicated nature of principal leadership and management practice in the contemporary world with the multiple, balanced and eclectic perspective, which can be the theoretical basis in studying principal leadership and constructing the model of principal leadership. 2. According to the theory of multi-frame leadership, the components of principals’ leadership are: structural leadership, human-resource leadership, symbolic leadership, and political leadership. 3. Junior high school teachers display higher perception of importance in “symbolic leadership” and “structural leadership” and “forming professional community” and “team culture” and “achieving goals of plans”. 4. The schools with “13-24 classes” have more positive school culture and better teacher performance. 5. The schools with a history of “less-than-15 years” have more powerful principal’s multi-frame leadership, more definite teacher leadership, more positive school culture, and higher school effectiveness. 6. The schools located in “Tainan City” have more powerful principal’s multi-frame leadership, more definite directing teaching innovation, more positive team culture, and better effectiveness in student performance and achieving goals of plans. 7. School culture is the most powerful factor affecting school effectiveness. 8. Principal’s multi-frame leadership, teacher leadership, and school culture make an impact on school effectiveness. 9. Principal’s multi-frame leadership, teacher leadership, and school culture have close relationships with the effectiveness of schools. Teacher leadership and school culture are the main mediators (mediating variables) for principal’s multi-frame leadership to enhance the effectiveness of schools. 10. The fitness of the model that principal’s multi-frame leadership enhances the effectiveness of schools through teacher leadership and school culture is verified. According to the findings and conclusions given above, the study proposed the following recommendations for junior high school principals, teachers, educational administrative institutions, and future researches. 1. Recommendations for junior high school principals (1) Principals should use the multi-frame leadership style to run an effective school. (2) Principals can review their own leadership practice with the variables and indicators constructed by this study. (3) Principals are supposed to communicate with school teachers and empower them as possible to form teachers’ professional communities, cultivate positive school culture, and direct teacher leadership practice. (4) Principals are supposed to enhance the effectiveness of schools with the aids of school culture and teacher leadership. (5) Principals are supposed to adjust themselves and adopt suitable leadership strategies. 2. Recommendations for junior high school teachers (1) Teachers are supposed to use the teacher leadership style to help run an effective school. (2) Teachers can review their own self-efficacy with the variables and indicators constructed by this study. (3) Teachers are supposed to communicate with their peer teachers and make efforts to form teachers’ professional communities, to encourage professional development, to cultivate positive school culture, and to direct innovation in teaching and school administration. 3. Recommendations for educational administrative institutions (1) Educational administrative institutions are supposed to provide suitable courses for the training and professional development of principals and teachers. (2) Educational administrative institutions can adopt the variables and indicators of principal’s multi-frame leadership constructed by this study as an instrument evaluating principal’s leadership. (3) Educational administrative institutions are supposed to encourage schools with a longer history to proceed innovative management and organizational reconstruction in order to enhance school effectiveness. 4. Recommendations for future researches (1) Expanding the scope of target population of research. (2) Expanding the scope of the variables and design of research. (3) Adopting more diversified research methods. (4) Promoting the application of structural equation modeling（SEM）to education research.