he Effects of Leadership Styles of Principals in Senior Vocational High Schools for Teacher Organizational Citizenship Behavior and School Organizational Performance

• Main Authors: Chi-Tung Chen, 陳啟東
• Other Authors: Ruey-Gwo Chung
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/70186222026050089363

博士 === 國立彰化師範大學 === 工業教育與技術學系 === 93 === The purpose of this study was to inquire the impact of leadership styles of principals on teachers’ organizational citizenship behavior (OCBs) and schools’ organizational performance and to verify the model of principals’ leadership in senior vocational high schools. In this study, the researcher adopted literature review to construct a principals’ leadership model for senior vocational high schools. Questionnaire survey was used to collect data for this study. The population was teachers of senior vocational high schools in Taiwan. 748 teachers from 58 schools were selected by stratified sampling. The collected data were analyzed by descriptive statistics, one-way MANOVA, Pearson product-moment correlation, and Structural Equation Modeling (SEM). In conclusion, the following are the major findings of this study: 1.The status quo of principals’ leadership styles, teachers’ OCBs, and schools’ organizational performance was above average. 2.The teachers who were male, senior, serving in private schools, special vocational subjects, and urban schools were more perceptive to principals’ transformational leadership. 3.The teachers who were male, serving in private schools and smaller schools were more perceptive to principals’ transactional leadership. 4.Under the consciousness of teachers, the principals who were female and ever served in vocational high schools did score higher on transformational leadership. 5.Under the consciousness of teachers, the principals who were female and ever served in vocational high schools did score higher on transactional leadership. 6.The teachers who were male, married, senior, graduated from master credit programs, concurrently administrative duties, serving in private schools and urban schools exhibited higher OCBs. 7.There are significant differences among teachers’ OCBs in terms of some teachers’ demographic variables and school background variables. 8.There were significant positive correlations between principals’ transformational and transactional leadership. 9.There were significant causality relationships among principal’ leadership styles, organizational justice, trust, teachers’ organizational citizenship behavior, and schools’ organizational performance. 10.Organizational justice and trust played important mediating roles in the relationship between principal’ leadership styles and leadership performance. 11.Principals’ transformational leadership was more effective than transactional leadership. 12.The model of the impact of leadership styles of principals in senior vocational high schools on teachers’ OCBs and schools’ organizational performance fitted the data well and definitely clarified the causality relationships among variables. According the findings, some suggestions and recommendations for principals, administration agency, and further researchers were made.