| Summary: | 博士 === 國立高雄師範大學 === 教育學系 === 105 === A Study of Relationships among Principals’ Authentic Leadership, Teacher’s Psychological Capital, School Trust, and School Effectiveness in Elementary Schools Abstract
The purpose of this study was to explore the relationships among principals’ authentic leadership, teachers’ psychological capital, school trust and school effectiveness in elementary schools. Based on related literature review, this study proposed a research framework, and designed the questionnaire before analyzing its reliability and validity to investigate the relationships among the above-mentioned factors.
The subjects of this study were public elementary school teachers in Taiwan. The questionnaires were randomly distributed to 1,298 teachers in 104 schools of various sizes in different regions by multi-stage sampling; 1,056 valid samples were retrieved while 67 samples were disregarded. The hypothesis was tested in descriptive statistics, t-test, one-way analysis of variance, Pearson’s correlation, canonical correlation and structural equation modeling. The main findings of this study were as follows:
1. Elementary school teachers perceived a moderate-high level of authentic leadership with “internalized morality” being the highest and “self-awareness” being the lowest.
2. They perceived a moderate-high level of psychological capital with “optimism,” and “self-efficacy” being the highest and “hope” being the lowest.
3. They perceived a moderate-high level of school trust, with “peer trust” being the highest and “system trust” being the lowest.
4. They perceived a moderate-high level of school effectiveness with the “administrative leadership achievement” and “teachers’ professional performance” being the highest, and “student learning effectiveness” and “community parent support” being the lowest.
5. Teachers who are male, work part-time as administrative positions, work in a school with fewer than 48 classes, or are under a male principal who serves in school less than 2 years, and those more than 5 years, showed a higher perception in principals’ authentic leadership.
6. Teachers who work part-time as administrative positions, with working experiences of more than 31 years, or work in a school with 25-48 classes showed a higher perception in teachers’ psychological capital.
7. Teachers who are male, work part-time as administrative positions, work in a school with fewer than 48 classes, in remote areas or ordinary townships, under a principal who serves in school less than 2 years or more than 5 years, showed a higher perception in school trust.
8. Teachers who are male or work part-time as administrative positions showed a higher perception in school effectiveness.
9. There were positive relationships among principals’ authentic leadership, teachers’ psychological capital, school trust and school effectiveness.
10. The adaptability of the overall structural relationship model concerning the principals’ authentic leadership, teachers’ psychological capital, school trust and school effectiveness has been adjusted to an acceptable degree.
11. From the influence of the four potential variables in the revised model, the principals’ authentic leadership has a direct effect on teachers’ psychological capital, school trust and school effectiveness. Teachers’ psychological capital has a direct effect on school trust. School trust has a direct effect on the school effectiveness. In indirect effects, teachers’ psychological capital can indirectly affect school effectiveness through school trust. School trust plays a role as a mediator to promote school effectiveness.
12. The influence paths of elementary school teachers among principals’ authentic leadership, teachers’ psychological capital, school trust and school effectiveness in elementary schools are suitable for schools at different scales, and they have measurement invariance and cross-group validity.
Based on the findings above, some suggestions are proposed for the reference of educational and administrative organizations, school principals, and future researchers to enhance the effectiveness of schools and to improve the quality of education.
Key words: principals’ authentic leadership, teachers' psychological capital, school trust, school effectiveness
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