A Study on the Relationships between the Teacher Positive Leadership and Students’ Self-esteem in Elementary Schools： Family Structure as Moderator

• Main Authors: Ma, Yu-Ting., 馬郁婷
• Other Authors: Hsieh, Chuan-Chung
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/jmdp5g

碩士 === 國立清華大學 === 教育行政碩士在職專班 === 105 === Teacher and family play an important role in the development of students’ self-esteem. Not only students’ self-esteem is promoted by teacher positive leadership, but it is greatly influenced by family structure. The purposes of this study are to understand the status quo of teacher positive leadership and students’ self-esteem in elementary schools and to investigate the influence of teacher positive leadership to students’ self-esteem under different family structure. The study adopted questionnaires and issued 1000 random sample of elementary school sixth graders’ among Taoyuan City, Hsinchu County, Hsinchu City and Miaoli County, with the return rate of 84.3% (843 copies) and the effective rate of 77.1% (650 copies). Through PASW Statistics (SPSS) 18.0, the researcher conducted statistical methodology including descriptive statistics, multiple regression analysis and two-way ANOVA. Based on the analysis result, we can conclude as below:1.Students’ perceptions of teacher positive leadership are high. The construction of interactive atmosphere is the highest and the use of communication knowledge and ability is the lowest. 2.Students’ perceptions of self-esteem are high. Family self-esteem is the highest and physiological self-esteem is the lowest. 3.Students’ self-esteem is directly influenced by teacher positive leadership. 4.Students’ self-esteem is directly influenced by family structure. 5.Students’ self-esteem can be predicted through the investigation of teacher positive leadership and family structure.Then, the suggestions given by this study are listed as below:1.In order to keep well-communicated with students, teachers should listen and understand the students’ behavior. 2.Encouraging students for diverse development can promote students’ physiological self-esteem. 3.Teacher can utilize positive leadership, the construction of interactive atmosphere and the creation of positive meaning and value for guiding students to have positive emotions. Then, it can further stimulate students to have good learning performance. 4.In order to improve self-esteem of the students in one-parent family and grandparenting family, teachers should take more concern. 5.Teacher can utilize Interpretation for promoting teachers’ positive leadership. More care can promote the self-esteem of students in one-parent family and grandparenting family. Keywords: positive leadership, self-esteem, family structure