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|Other Titles: ||A study on the relationship between teachers' leadership styles and classroom management strategies in the elementary schools of the New Taipei City|
|Authors: ||楊美瑜;Yang, Mei-Yu|
|Keywords: ||新北市;國民小學;教師領導型態;班級經營策略;New Taipei City;Elementary Schools;Teachers' Leadership Styles;classroom management strategies|
|Issue Date: ||2018-08-03 14:37:16 (UTC+8)|
This study, via adopting the methods of questionnaire survey and literature review, aims to explore the relationship between teachers’ leadership styles and classroom management strategies in elementary schools in New Taipei City.
The main purposes of this study are:
1. To understand the teachers’ leadership style and classroom management strategies in elementary schools in New Taipei City.
2. To explore the differences in the leadership styles of teachers with different backgrounds.
3. To analyze the differences in the strategies of classroom management of teachers with different backgrounds.
4. To explore the correlation between teachers’ leadership styles and classroom management strategies.
5. To propose suggestions useful for the future reform of polices related.
As to the survey, 411 questionnaires were sent, via stratified purposive sampling, to 15 elementary school in New Taipei City. 411 teachers were chosen as the samples of survey, and 347 valid questionnaires were received and analyzed, with an valid response rate of 84.43%.
The main conclusions of this study can be summarized as follows:
1.The style of “moral leadership” was the most popular leadership style of teachers in elementary schools in New Taipei City.
2.The “regular management strategy” was the most common classroom management strategy of teachers in elementary schools in New Taipei City.
3. On the whole, teachers’ leadership styles differed significantly from their age and the school location.
4. On the whole, no significant differences in teachers’ leadership styles were found among teachers in terms of their gender, educational qualifications, accumulated years of teaching, grades of students they are teaching, and school size.
5. On the whole, teachers’ classroom management strategies did not differ significantly in terms of their gender, age, educational qualifications, accumulated years of teaching, grades of students they are teaching, school size and school location.
6. Differences in the teachers’ leadership style and classroom management strategies existed in some individual dimensions.
7. There were positive correlation between teachers’ leadership style and classroom management strategies.
|Appears in Collections:||[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis|
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