| Summary: | 博士 === 國立政治大學 === 教育學系 === 86 === The purpose of this study was to investigate the relationships among principals'''''''' leadership behaviors, teachers'''''''' organizational commitment, and school effectiveness.
This Study adopted documentary analysis to discuss leadership theories, organizational commitment theories, school effectiveness theories , and empirical studies of relationships among principals'''''''' leadership organizational
commitment theories, school effectiveness theories, and empirical studies of relationships among principals'''''''' leadership behaviors, teachers'''''''' organizational commitment, and school effectiveness. Three questionnaires, "Leader Behavior Description Questionnaire", "Organizational Commitment Questionnaire", and "School effectiveness Questionnaire", were designed and administered to 56 senior vocational industrial high schools. The samples included 1488 teachers.
The statistic methods of t-test, one-way ANOVA, Pearson product-moment correlation, canonical correlation, and stepwise multiple regression were used to analyze datas obstained from questionnaire survey. After questionnaire
investigation, two schools were selected for case study. The methods of obser-vation and in-depth interview were utilized to explore principals'''''''' leadership behaviors, teachers'''''''' organizational commitment, and school effectiveness for
complementing and explaining the results of questionnaire investigation.After statistic analysis and analysis of case study, the important findings were as follows:
Ⅰ.There were significant differences in the teachers'''''''' perception of principals'''''''' leadership behaviors in terms of some teachers'''''''' demographic variables and school background variables.A.There were significant differences in the teachers'''''''' perception of principals'''''''' "relationship-oriented" leadership behavior in terms of the teachers'''''''' sex, marital status, profession, duty, age, seniority, school location, vocational school category, and school scale,but no significant differences in terms of the teachers'''''''' academic degree and public/private school.B.There were significant differences in the teachers'''''''' perception of principals'''''''' "task-oriented" leadership behavior in terms of the teachers''''''''
sex, profession, duty, age, academic degree, seniority, vocational school category, school location, school scale, and public/private school,but no significant differences in terms of the teachers'''''''' marital status. C.There were significant differences in the teachers'''''''' perception of " principals'''''''' example-setting" leadership behavior in terms of the
teachers'''''''' profession, duty, age, seniority, vocational school category,school location, school scale, and public/private school, but no signifi-cant differences in terms of the teachers'''''''' sex, marital status, and academic degree.B.There were significant differences in the teachers'''''''' perception of principals'''''''' "task-oriented" leadership behavior in terms of the teachers'''''''' sex, profession, duty, age, academic degree, seniority, vocational school category, school location, school scale, and public/private school,but no significant differences in terms of the teachers'''''''' marital status. C.There were significant differences in the teachers'''''''' perception of
" principals'''''''' example-setting" leadership behavior in terms of the teachers'''''''' profession, duty, age, seniority, vocational school category,school location, school scale, and public/private school, but no signifi-cant differences in terms of the teachers'''''''' sex, marital status, and academic degree. Ⅱ.There were significant differences in the teachers'''''''' organizational commit-ment in terms of the teachers'''''''' marital status, duty, age, seniority, voca-tional school category, and school scale, but no significant differences in terms of the teachers'''''''' sex, profession, academic degree, school location,
and public/private school. Ⅲ.There were significant differences in the teachers'''''''' perception of school
effectiveness in terms of some teachers'''''''' demographic variables and school background variables. A.There were significant differences in the teachers'''''''' perception of total
school effectiveness in terms of the teachers'''''''' marital status, duty, age,academic degree, seniority, vocational school category, school scale, and public/private school, but no significant differences in terms of the teachers'''''''' sex, profession, and school location. B.There were significant differences in the teachers'''''''' percepion of the dimension of "school task attainment" in terms of the teachers'''''''' marital
status,duty, age, academic degree, seniority, vocational school category,school location, school scale, and public/private school, but no signifi-cant differences in terms of the teachers'''''''' sex and profession.C.There were significant differences in the teachers'''''''' percepion of the dimension of "school members'''''''' satisfaction" in terms of the teachers''''''''
marital status, duty, age, seniority, vocational school category, school scale, and public/private school, but no significant differences in terms of the teachers'''''''' sex, profession, academic degree, and school location. Ⅳ.There were significant differences among principals'''''''' leadership behavior in
terms of some principals'''''''' leadership behavior in terms of some principals'''''''' demographic variables.A.There were significant differences among principals'''''''' "relationship-oriented" leadership behavior in terms of the principals'''''''' age and educa-
tional background, but no significant differences in terms of the principals'''''''' seniority and teaching experience.B.There were significant differences among principals'''''''' "task-oriented" leadership behavior in terms of the principals'''''''' age, seniority, teaching experience and educational background.C.There were significant differences among "principals'''''''' example-setting" leadership behavior in terms of the principals'''''''' age, seniority, teaching experience and educational background.Ⅴ.There were significant positive correlation between principals'''''''' leadership behaviors and teachers'''''''' organizational commitment-the Pearson r equal .6428
between principals'''''''' " relationship-oriented " leadership behavior and teachers'''''''' organizational commitment, the Pearson r equal .6278 between " principals'''''''' example-setting " leadership behavior and teachers'''''''' organiza-tional commitment, and the Pearson r equal .5068 between principals'''''''' "task-oriented" leadership behavior and teachers'''''''' organizational commitment.Ⅵ.There were significant positive correlation between principals'''''''' leadership behaviors and school effectiveness.Ⅶ.There were significant positive correlation between teachers''''''''organizational commitment and school effectiveness.Ⅷ.Variable X ( including principals'''''''' leadership behaviors and teachers''''''''organizational commitment) was able to explain 38.93% of the total variance of variable Y (school effectiveness) through seven canonical factors, among
which 32.91% of total variance through the first factor(x1) was the largest proportion.Ⅸ.Principals'''''''' leadership behaviors and teachers'''''''' organizational commitment were excellent and effective predictors of school effectiveness.
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