| Summary: | 碩士 === 輔仁大學 === 教育領導與發展研究所碩士在職專班 === 102 === The primary objective of this study is to understand the current status and analyze the relationship between the organizational citizenship behavior and leadership behavior of private elementary school teachers within the northern region of Taiwan. A self-designed questionnaire was used and distributed to the full time teachers in private schools in northern Taiwan. The following statistical methods were adopted to analyze the data collected by the questionnaire survey, such as frequency distribution, t-test, one-way ANOVA, Pearson’s product-moment correlation, and stepwise multiple regression analysis methods.
Results show that elementary school teachers’ possess a desirable level of organizational citizenship behavior with moderate to high levels of teacher leadership. In addition, statistically significant differences were found within the organizational citizenship behavior of teachers of different age group, years of teaching, years of service in current school, and educational attainment. Likewise, statistically significant differences were also found within the teacher leadership behaviors of teachers of different age group, years of teaching, years of service in current school, educational attainment, and job responsibility. More importantly, results show that there exists a significant positive correlation between the teachers’ organizational citizenship and teacher leadership behaviors; while, school recognition and selflessness having the most predictive factor for teachers’ leadership behavior.
Based on the above mentioned results the following recommendations are provided: include the participation of private school administrators in leadership workshops in order to strengthen their knowledge in leadership, develop a more comprehensive private school management program with an effective supervision mechanism, increase activities related to building the teachers’ sense of school recognition, establish and promote teachers organization that enhances selflessness, provides opportunity for senior teachers to share their experiences to new incoming teachers, develops effective communication channels, job rotation, and mentoring, while encouraging teachers’ participation towards school administration. Lastly, teachers are expected to work towards self-improvement, prepare for future challenges, and think beyond the four corners of the classroom.
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