| Summary: | 碩士 === 國立彰化師範大學 === 工業教育學系 === 89 === The purpose of this study was to investigate the relationship between principals’ leadership behaviors and teachers’ organizational commitments in vocational high schools in Taiwan, R.O.C.. The study would provide useful references for principals of vocational high schools to lead effectively and promote the teachers’ organizational commitments.
This study adopted the documentary analysis to discuss leadership theories, organizational commitments theories, and empirical studies of the relationship between principals’ leadership behaviors and teachers’ organizational commitments. Two questionnaires, “Principals’ Leadership Behaviors Questionnaire” and “Teachers’ Organizational Commitments Questionnaire”, are designed and distributed to 46 vocational high schools. The samples of questionnaire survey include 630 teachers at vocational high schools.
After statistic analysis, the important findings were as follows:
Ⅰ.There were significant differences in the teachers’ perception of principals’ ”the role of monarchy”, “the role of parent” and “the role of mentor” leadership behaviors in terms of the teachers’ seniority, duty and vocational school category, but no significant differences in terms of the teachers’ sex, marital status and school scale.
Ⅱ.On the basis of the teachers’ sex, marital status, seniority, duty, and vocational school category, there were significant differences in the teachers’ organizational commitments, but no significant difference on the basis of the school scale.
Ⅲ.There were significant differences in the teachers’ perception of principals’ leadership behavior in terms of the principals’ age and educational background.
Ⅳ.Significant positive correlations exist between principals’ leadership behaviors and teachers’ organizational commitments-- the Pearson r equal .491 between principals’ “the role of parent” leadership behavior and teachers’ organizational commitments, the Pearson r equal .468 between principals’ “the role of monarchy” leadership behaviors and teachers’ organizational commitments, and the Pearson r equal .488 between principals’ “the role of mentor” leadership behavior and teachers’ organizational commitments.
Ⅴ.Principals’ “the role of parent” and “the role of monarch” leadership behaviors were excellent and effective predictors of teachers’ organizational commitments. They were able to explain 26.555% of variance on total teachers’ organizational commitments, among which principals’ “the role of parent” leadership behavior was the best predictor.
Based upon these findings, suggestions were made:
Ⅰ. Suggestions on vocational high school and principals:
A.Principals ought to judge different situation and measure the needs of the teachers to show their leadership behaviors.
B.Principals ought to praise teachers at the right moment to arouse teachers’ high-level working motivation.
C.Principals ought to put emphasis on the sex equality; encourage and show concern toward female teachers.
D.Principals ought to allocate administrative duty appropriately to most of the teachers and transfer teachers’ duty regularly in order to raise their organizational commitments.
Ⅱ. Suggestions on educational administration agency:
A.To excite senior principals’ sense of mission for education in the right time.
B.To supply a consultative body where the young teacher could solve the problems of teaching and promote their organi- zational commitments.
C.To hold “principals’ leadership effectiveness” seminar regu- larly.
Ⅲ. Suggestions for the teachers:
A.Teachers should avoid emotional overreaction when they fill in the questionnaire, and they should also avoid untrue response for some scruples.
B.Promoting the teachers’ organizational commitments is the responsibility of the educators who work in the school.
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