| Summary: | 博士 === 國立臺北教育大學 === 教育經營與管理學系 === 100 === The purpose of the study was to explore the impact of principals’ distributed leadership and teachers’ emotional labor on teachers’ teaching effectiveness of elementary schools. Pearson correlation analysis, multiple stepwise regression analysis and structural equation modeling (SEM) were conducted to analyze the variables, including principals’ distributed leadership, teachers’ emotional labor, and teachers’ teaching effectiveness.
The first step of this study was to gather and investigate domestic and foreign relevant literature as a theoretical basis for designing a questionnaire. This study recruited public elementary school teachers in Taiwan as the participants. By using SPSS and LISREL, the data was analyzed by frequency distribution, percentage, mean, standard deviation, independent sample t-test, one factor analysis of variance (ANOVA), Pearson correlation analysis, multiple stepwise regression analysis, and SEM.
According to the results of the study, the conclusions were as follows:
1. The overall performances of principals’ distributed leadership, teachers’ emotional labor and teachers’ teaching effectiveness were good.
2. The effects of different teachers’ gender, seniority, and duty on principals’ distributed leadership, teachers’ emotional labor and teachers’ teaching effectiveness were statistically significant.
3. The correlations between each pair of principals’ distributed leadership, teachers’ emotional labor and teachers’ teaching effectiveness were positive.
4. Six predictors, including “Enhancing professionalism,” “Expressions of basic emotions,” “Surface emotional control,” “Deep emotional acting,” “Diversity of emotions,” and “Interactive emotional feelings,” could significantly predict teachers’ teaching effectiveness.
5. The relationships of SEM among principals’ distributed leadership, teachers’ emotional labor and teachers’ teaching effectiveness were demonstrated to be positive structural relationships.
6. The performance of elementary school teachers’ emotional labor has a significant direct effect on teachers’ teaching effectiveness.
Based on the conclusions of the present study, the related suggestions were offered to education authorities, elementary school principals as well as teachers for further reference and future research.
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