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|Other Titles: ||A study of the relationship between principals 'change leadership and teacher empowerment|
|Authors: ||陳勝南;Chang, Sheng-Nan|
|Keywords: ||國民小學校長;校長變革領導;教師賦權增能;elementary school Principal;principals' change leadership;teacher empowerment|
|Issue Date: ||2017-08-24 23:58:14 (UTC+8)|
This study aims to explore the following three main themes. First, the current situation about principals’ change leadership and teacher empowerment in elementary schools of New Taipei City. Second, comparing both change leadership and teacher empowerment perceived by teachers and verified by different personal and situational variables. Third, determine the relationship between the change leadership and teacher empowerment. A self-designed questionnaire was conducted by mail to collect teacher’s perception data. Four hundred and ninety participants worked in 41 schools were invited to fill the questionnaires by voluntary. Finally, there are 453 valid questionnaires, it represents 92.4 % return rate. In this study, the statistical methods were used to transform the data, including frequency distribution, mean, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regression. The major findings are listed as follows:
1. The current situation of principals’ change leadership and teacher empowerment of elementary schools in New Taipei City are above the average level as the survey.
2. There are significant differences among the teachers’ perceptions of principals’ change leadership according to gender, educational levels, seniority, and job positions.
3. There are significant differences among teachers’ perceptions of empowerment according to various position, duration of working with their principals, school size, and school location.
4. There is a positive moderate correlation between principals’ change leadership and teacher empowerment.
5. Principals’ change leadership can be used to explain teacher empowerment positively in the regression model. The dimension of changing culture has been found with higher percent of variances in the regression model.
Based on the findings, this study provides some suggestions for local educational authorities, school principals, teachers, and researchers respectively.
|Appears in Collections:||[教育政策與領導研究所] 學位論文|
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