| Summary: | 碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 106 === The purpose of this study is to investigate the current status of the well-being and the school administrative effectiveness of the executive teachers in the elementary school in New Taipei City. First, the study compares the executive teachers’ background variables and describes the differences. Next, it analyzes how the differences affect the executive teachers’ well-being and the administrative effectiveness. And then, it states the current status of the relationship between the executive teachers’ well-being and the school administrative effectiveness. Questionnaire survey was adopted in this study and the participants in this study were the elementary school executive teachers in New Taipei City. 735 executive teachers from 103 elementary schools were participated. 668 questionnaires were collected and 654 questionnaires were effective. The respond rate was 91.0% and the availability was 97.9% . “ Descriptive Statistics”, “ Independent-Sample T Test ”, “One-way ANOVA”, “Pearson's Correlation” were used to analyze the data. The results of the research are as follows:
1.The executive teachers' well-being can be consistently supported by the four aspects of “demand satisfaction", "human relations", "physical and mental health", and "self-realization".
2.The elementary school administrative effectiveness is supported by the consistency of the four aspects of "wisdom leadership", "resource integration", "organizational climate", and "performance".
3.The well-being status of elementary school executive teachers' in New Taipei City has medium-high performance, with the best performance in "human relations" and relatively weak performance in "physical and mental health".
4.The elementary schools' administrative effectiveness in New Taipei City has medium-high performance, with "resource integration" being the most valued and the "organizational climate" being neglected.
5.The male teachers with administrative tasks have higher perception of well-being than the female teachers.
6.The teachers who served as the directors have higher perception of well-being than the teachers who served as the leaders.
7.The teachers with 11 to 15 years’ seniority and, more than 16 years’ seniority have higher perception of well-being than others serving less than 5 years.
8.The male teachers with administrative tasks have higher perception of “wisdom leadership" and “resource integration” than the female teachers.
9.The teachers who served as the directors have higher perception of school administrative effectiveness than the teachers who served as the leaders.
10.The teachers who work in the small-scale school (less than 12 classes) have higher perception of “resource integration” than those who work in the large-scale schools (more than 61 classes).
11.There were medium positive correlations between the executive teachers' well-being and school administrative effectiveness in New Taipei City.
According to the conclusions of this research, we make suggestions to the education authorities, schools, the executive teachers and the future researches.
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