A Study on Relationships among Principals’ Positive Leadership, Teacher empowerment and Teacher’s Psychological Contract in Elementary School .

• Main Authors: LI,CHINGA-TING, 李勁霆
• Other Authors: HSIEH, CHUAN-CHUNG
• Format: Others
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/43839706821666989865

碩士 === 國立新竹教育大學 === 教育學系碩士班 === 101 === Abstract Principal positive leadership and teacher empowerment are the important factors of the teacher psychological contract. This study aimed to investigate the current situations and circumstances of elementary school principal positive leadership, teacher empowerment and teacher psychological contract. It further explored the correlation and impact of teacher empowerment. The research methods included literature review and questionnaire survey. The survey objects were elementary school educators across Taiwan area. The study issued a total of 1000 questionnaires , with the return rate of 88.6%, among which there were 886 questionnaires valid. The data was analyzed by factor analysis, reliability analysis, descriptive statistics, independent sample t-test, one-way ANOVA, Pearson correlation, multiple regression analysis and structural equation modeling. The findings based on the results of the research are as follows: 1. In Taiwan, the implementation status of effectiveness of principals’ positive leadership in the Elementary Schools reach the high leavel. 2. In Taiwan, the implementation status of effectiveness of teacher empowerment in the Elementary Schools reach the high leavel. 3. In Taiwan, the implementation status of effectiveness of teacher psychological contract in the Elementary Schools reach the high leavel. 4. Teachers who are male and as principals of the school perceived a higher degree of the principal positive leadership. 5. Teachers who are male and as principals of the school perceived a higher degree of the school perceived a higher degree of the teacher empowerment. 6. Teachers who are male, more than 21 years of service and as principals of the school perceived a higher degree of the teacher psychological contract. 7. There are positive correlations between principal positive leadership and teacher empowerment. 8. There are positive correlations between principal positive leadership and teacher psychological contract. 9. There are positive correlations between teacher empowerment and teacher psychological contract. 10. "Revest positive meaning " have a high explanatory power on student learning achievement. 11. It is mutually influential between the principals’ positive leadership and teacher empowerment to teacher psychological contract. Teacher empowerment has the partial mediating effect between princaial’s positive leadership and teacher psychological contract. According to the research findings, some suggestions are proposed for the reference of education administrative units, elementary school principals and teachers, and research staff engaged in future related researches.