A Study on the Relationship between Directors's Positive Leadership and Teachers' Well-being of Kindergarten

• Main Authors: Liu, Pei YU, 劉佩瑜
• Other Authors: 林邦傑
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/77604346129241184517

碩士 === 國立政治大學 === 學校行政碩士在職專班 === 103 === The study aimed to explore the correlation of kindergarten directors’ positive leadership and kindergarten teachers’ well-being. The research tool was “Kindergarten directors’ positive leadership questionnaire and teachers’ well-being of kindergarten self-appraisal questionnaire”, the research subjects was the teachers of public and private kindergartens in Taipei City and New Taipei City. 565 questionnaires were collected as research sample. Descriptive Statistics, Reliability Analysis, t-test, ANOVA, Pearson Correlation and Stepwise Multiple Regression Analysis were used to do data analysis. The study concluded: 1. Kindergarten teachers got mid-high level score on Kindergarten directors’ positive leadership Scale. The kindergarten teachers quite recognize positive relationship of positive leadership, and positive meaning got the lowest score. Kindergarten teachers got mid-high level score on Kindergarten teachers’ well-being Scale. They relatively agreed the autonomy, and the environmental mastery got the lowest score. 2. There was significant difference on the Kindergarten directors’ positive leadership in terms of different education level . There was significant difference on the kindergarten directors’ positive leadership in terms of different age, educators, service years, education level, marriage, position. 3. The kindergarten directors’ positive leadership was positively correlated with teachers’ well-being of kindergarten, positive climate and positive meaning related the highest. 4. The kindergarten directors’ positive leadership has significant predictive power on teachers’ well-being of kindergarten, positive climate and positive meaning predicted the highest.