A Study of the Relationship between Elementary School Teachers’ Charismatic Leadership and Classroom Atmosphere

• Main Authors: CHUNG, PEI-FANG, 鍾佩芳
• Other Authors: LIN, KUAN-PEI
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/41997787272506812092

碩士 === 國立屏東大學 === 教育行政研究所 === 105 === 　　The aim of this study was to explore the relationship between elementary school teachers’ charismatic leadership and classroom atmosphere with five goals. First, it investigated the current situation of the elementary school teachers’ charismatic leadership and classroom atmosphere. Second, it explored the difference circumstances of elementary students’ awareness of teachers’ charismatic leadership upon different background variables. Third, it explored the different circumstances of elementary students’ awareness of classroom atmosphere upon different background variables. Fourth, it explored the relationship between elementary school teachers’ charismatic leadership and classroom atmosphere. Fifth, it explored the predictability of the impact of elementary school teachers’ charismatic leadership on classroom atmosphere. 　　The research adopted the method of questionnaire survey, and used self-made “Questionnaire of charismatic leadership of teachers in elementary school and classroom atmosphere” to collect data from 526 elementary students in Pingtung. There were 490 effective questionnaires returned. All the data received were analyzed by t-test, Pearson product-moment correlation, multiple stepwise regression analysis etc., and the conclusions were as follows: 1.The elementary school students’ awareness of teachers’ charismatic leadership p was quite well, especially the “self-confidence performance” and “behavior model” was the most predominated, and the “development vision” was the least. 2.The elementary school students’ awareness of classroom atmosphere were good, especially the “teacher support” was the most predominated, and the “classroom order” was the least. 3.The different grade and different gender students has non- awareness of teachers’ charismatic leadership and classroom atmosphere. 4.The female elementary school student have the most awareness of teachers’ charismatic leadership. 5.The students has the most awareness of class instructors’ charismatic leadership. 6.The higher teachers’ charismatic leadership, the better classroom atmosphere it would promote. 7.The teachers’ charismatic leadership could predict the classroom atmosphere, especially in “image shape”.