| Summary: | 博士 === 國立高雄師範大學 === 教育學系 === 106 === Abstract
This study was to search for the relationships among the principal’s authentic leadership, teacher’s well-being, organizational health, and school's efficacy perception from the elementary school teachers in Taiwan's aboriginal areas. The purpose of this study was not only to understand the real situations among the principal’s authentic leadership, teacher's well-being, organizational health, and school's efficacy perception in Taiwan's aboriginal areas but also to analyze the differences and mutual influences of various backgrounds. Furthermore, this study was to be in search of the correlations with the variables mentioned above.
On the basis of relevant documents, this study was to set up the theories, the research framework, and the research tool. With the questionnaire of "Principal's Authentic Leadership, Teacher's Well-being, Organizational Health, and School's Efficacy", the study was made in the questionnaire survey with the target of 820 teachers from elementary schools in Taiwan's aboriginal areas. A total of 820 questionnaires were issued with 748 valid questionnaires received. Survey availability was 88.54%. The survey data were analyzed by descriptive statistics, independent sample t-test, one way ANOVA, Pearson product-moment correlation, and AMOS structural equation.
The major findings were as follows:
1. The result of the elementary school principal's authentic leadership in Taiwan's aboriginal areas was above average. The degree in "the perception of internal morality” was the highest, and “the handling of objective messages” was the lowest.
2. The result of well-being from the elementary school teachers in Taiwan’s aboriginal areas was above average. Of all the factors, the perception of "physical and mental health" had the highest degree, and "life satisfaction" had the lowest.
3. The result from the organizational health of the elementary schools in Taiwan's aboriginal areas was above average. Of all the factors, the “resource impact” had the highest degree, and the “emphasis on academic achievement” had the lowest.
4. The result of the elementary school's efficacy in Taiwan’s aboriginal areas was above average. Of all the factors, “administrative service” had the highest level, and “community parents' support” had the lowest.
5. The male subject teacher, over 51 years of age, aboriginal and teaching in Central Taiwan (Miaoli, Taichung, and Nantou) had higher awareness of the principal's authentic leadership.
6. The male subject teacher with the master's degree ( including the graduate class of 40 credits), teaching in Central Taiwan (Miaoli, Taichung, Nantou) for over 15 years, had higher perception on the well-being of teachers.
7. The male subject teacher, under 30, teaching for 1-5 years, had higher awareness of organizational health.
8. The male indigenous subject teacher, teaching for 1-5 years, had higher perception of school's efficacy.
9. The overall reception among elementary school principal's authentic leadership, teacher's well-being, organizational health, and school's efficacy in Taiwan's aboriginal areas was positively related.
10. Organizational health was an important factor to affect school's efficacy.
11. A good adjustment was suited for the elementary school principal's authentic leadership, the sense of teacher's well-being, organizational health, and the whole structure of school's efficacy in Taiwan's aboriginal areas.
12. Organizational health and teacher's well-being had partial mediating effects on the principal’s authentic leadership and school's efficacy.
Finally, some suggestions were provided for the educational dministration, the elementary school principal, and the references for the subsequent relevant research according to the results of this study.
Keywords: Aboriginal Areas, Principal's Authentic Leadership, Teacher’s
Well-being, Organizational Health, School's Efficacy
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