A Study on the Relationships among Satisfactions with Principals’Leadership Styles, Distributive Justice and the Teachers’ Willingness to Take on Administrative Work of Special Education Schools

• Main Authors: CHAN,CHUN-YUEH, 詹春月
• Other Authors: CHENG,KUN-CHUNG
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/04324757481803042676

碩士 === 大葉大學 === 管理學院碩士在職專班 === 104 === The purpose of this study was to study the Relationships among Principals’ Leadership Styles，Distributive Justice and the Teachers’ Willingness to Take on Administrative Work of Special Education Schools. The questionnaire investigation is based on the population of public special education school’s organizational teacher in the semester of 2015 in Taiwan, was used in this study. The questionnaires with a total of 309 copies, were sent by Stratified Random Sampling, and 292 copies of them were valid.Valid questionnaires was further classified, coded and processed with Statistical analysis by SPSS 12.0 Software Package.Descriptive statistics, one sampled t-test, confirmatory factor analysis and loner regression analysis were conducted to analyze the data. Based on the analysis results, first, the willingness of taking on administrative work of special education school had a significant positive relationship with the satisfaction of principals’ leadership and also the satisfaction of leadership of initiating structure and consideration had significant positive relationship to the willingness of taking on administrative work of special education school. Second,for the rationality of compensation benefit, it is significant positive relationship to the willingness of taking on administrative work of special education school. Third, as the analysis of the present willingness of taking on administrative work of special education school’s teachers, it shows that the willingness is weak. Based on the research results, various suggestions are proposed for the reference of education administration authorities, principles of special education schools, and future researchers.