Testing the Incremental Validity of Paternalistic Leadership for Elementary School Principals

• Main Authors: Ching-Chin Tsai, 蔡靖津
• Other Authors: Ri-Wu Ye
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/48257897001551100730

碩士 === 玄奘大學 === 企業管理學系碩士在職專班 === 101 === This research is aimed to understand the relationship between the patterns of the principals’ leadership and teachers’ work attitude and behavior by exploring the incremental validity of paternalistic leadership for elementary school principals. In this research, questionnaires are adopted as a survey method. The investigated population includes the teachers at the public elementary schools in Yonghe District and Chonghe District in New Taipei City. 330 copies of questionnaire were issued, of which 329 copies were collected and 320 copies were valid questionnaires. The percentage of valid questionnaires is as high as 97%. In this research, the questionnaire on “Principals’ leadership” and the questionnaire on “teachers' work attitude and behavior” were adopted as a research tool. The statistical data analysis was performed using descriptive statistics, reliability analysis, factor analysis, correlation analysis and regression analysis. The conclusions of this study are summarized as follows: 1.Principals’ consideration, benevolent leadership, and moral leadership are significantly positively-correlated with teachers’ job satisfaction, while initiating structure and authoritarian leadership are significantly negatively-correlated with the teachers' job satisfaction. 2.Principals’ consideration, benevolent leadership, and moral leadership are significantly negatively-correlated with teachers’ job burnout, while initiating structure and authoritarian leadership are significantly positively-correlated with the teachers' job burnout. 3.Principals’ consideration, benevolent leadership, and moral leadership are significantly positively-correlated with teachers’ job engagement. 4.All patterns of leadership considered, elementary school principals’ paternalistic leadership has incremental validity on “depersonalization” and “reduced personal accomplishment” in teachers' job burnout and on “absorption” and “dedication” in job engagement. Keywords: paternalistic leadership, incremental validity, job satisfaction, job burnout, work engagement