| Summary: | 碩士 === 臺北市立教育大學 === 教育行政與評鑑研究所碩士班 === 100 === This research is aimed to understand the current situation of principal’s knowledge leadership and organizational innovation climate in elementary schools in Taipei city. The researcher has explored the perception of teachers with different demographic variables and environmental variables toward principal’s knowledge leadership and organizational innovation climate. Finally, the researcher has analyzed the relationship between principal’s knowledge leadership and organizational innovation climate, and also used principal’s knowledge leadership as a predictable variable to predict organizational innovation climate.
For the purposes of this study, literature on principal’s knowledge leadership and organizational innovation climate were reviewed. Questionnaires were employed to survey teachers of elementary schools in Taipei city. The questionnaire survey was administered and used a questionnaire named “Questionnaire on principal’s knowledge leadership and organizational innovation climate in elementary schools in Taipei city”. The survey targets at 660 teachers in 46 elementary schools in Taipei city. The collected data was analyzed with statistical methods, including descriptive statistics, t-test, one-way analysis of variance (ANOVA), Pearson product-moment correlation and stepwise multiple regressions. The results are as followed:
1.The current situation of principal’s knowledge leadership in elementary schools in Taipei city is at good level, and ‘‘professional role model’’ is the best.
2.The current situation of organizational innovation climate in elementary schools in Taipei city is at good level, and ‘‘peer interaction’’ is the best.
3.There are significant differences for elementary schools teachers’ perception of principal’s knowledge leadership in terms of the school history.
4.There are no significant differences for elementary schools teachers’ perception of principal’s knowledge leadership in terms of the gender, age, education degree, years of service, incumbent duty, and school size.
5.There are significant differences for elementary schools teachers’ perception of organizational innovation climate in terms of the incumbent duty.
6.There are significant differences for elementary schools teachers’ perception of organizational innovation climate in terms of the school history.
7.There are no significant differences for elementary schools teachers’ perception of principal’s knowledge leadership in terms of the gender, age, education degree, years of service, and school size.
8.Principal’s knowledge leadership and organizational innovation climate in elementary schools in Taipei city have highly positive correlation.
9.Principal’s knowledge leadership can highly predict the overall organizational innovation climate in elementary schools in Taipei city.
Finally, according to the research results, some practical solutions are suggested, in order to serve as a reference for educational institutions, elementary school principals, and future researchers.
Key words: elementary schools, knowledge leadership, organizational innovation climate
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