| Summary: | 碩士 === 國立政治大學 === 教育行政與政策研究所 === 107 === The purpose of this study was to investigate the current development of principal’s authentic leadership, teachers’ psychological capital, and teachers’ organizational commitment in elementary school of Taipei City, and to analyze the difference between teachers of different background variables, and to explore the relationship among the three variables. This study has aimed to predict teachers’ organizational commitment through principal’s authentic leadership and teachers’ psychological capital.
Through the use of questionnaire survey method, data were collected from 29 elementary schools, distributing 524 questionnaires in total. Valid questionnaires of 476 were collected, with a usable rate of 90.83%. All data were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, and multiple regression.
The conclusions of this study are as follows:
1.Elementary school teachers’ perception of principal’s authentic leadership is above average, especially in the dimension of “internalized moral perspective”.
2.Elementary school teachers’ perception of teachers’ psychological capital is good, especially in the dimension of “hope”.
3.Elementary school teachers’ perception of teachers’ organizational commitment is above average, especially in the dimension of “no turnover intention”.
4.There are significant differences in the elementary school teachers’ perception of principals’ authentic leadership in terms of gender, age, years of service, and scale of school.
5.There are significant differences in the elementary school teachers’ perception of teachers’ psychological capital in terms of gender, age, position, and years of service.
6.There are significant differences in the elementary school teachers’ perception of teachers’ organizational commitment in terms of gender, age, position, and years of service.
7.There is a positive correlation among the principals’ authentic leadership, teachers’ psychological capital, and teachers’ organizational commitment.
8.Principals’ authentic leadership and teachers’ psychological capital have a predictive effect on teachers’ organizational commitment.
|
|---|
