The Study on the Teachers' Perceptions brtween the Principals' Leadership Style, Organizational Commitments, and Organizational Citizenship Behaviors of the Vocational High Schools in Taiwan

• Main Authors: Wen-Min Hsu, 許文敏
• Other Authors: David W. S. Tai
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/20617059412289164530

博士 === 國立彰化師範大學 === 工業教育與技術學系 === 93 === Abstract The main purposes of this study were to explore the current situation and relationship of the teachers’ perceptions between the principals’ leadership style, organizational commitments, and organizational citizenship behaviors in vocational high school. To attain to the purposes of the study, the literature was firstly reviewed and discussed to build the framework of this study; and then the questionnaire survey was conducted to collect data. There were 15,283 teachers in 160 vocational high schools in Taiwan area. A sample of 1,455 teachers was sampled from 42 schools. Finally, there were 1,230 valid responses from the survey of the target teachers. The data was mainly analyzed through descriptive and inferential statistics, including one-way MANOVA, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression analysis. After the data was analyzed, the main findings can be concluded as follows: 1. The teachers’ perceptions of the principals’ transformational leadership and principals’ transactional leadership in vocational high school were above average level. 2. The teachers’ perceptions of the principals’ laissez-faire leadership style were below average level. 3. The teachers’ perceptions of the organizational commitments in vocational high school were above average level. 4. The teacher’s perceptions of the organizational citizenship behaviors in vocational high school were above average level. 5. The background variables in age, years of service, position of service, attribution of schools, and scales of schools resulted in significant differences of teachers’ perceptions of principals’ transformational leadership and principals’ transactional leadership, but no significant differences in teachers’ gender and educational background. 6. The background variables in position of service resulted in significant differences of teachers’ perceptions of principals’ laissez-faire leadership, but no significant differences in teachers’ age, years of service, position of service, educational background, attribution of schools, and scales of schools. 7. The background variables in gender, age, years of service, position of service, attribution of schools, and scales of schools resulted in significant differences of teachers’ perceptions of organizational commitments, but no significant differences in teachers’ educational background. 8. The background variables in age, years of service, position of service, and scales of schools resulted in significant differences of teachers’ perceptions of organizational citizenship behaviors, but no significant differences in teachers’ gender, educational background, and attribution of schools. 9. The relationship between the principals’ transformational leadership and principals’ transactional leadership with teachers’ organizational commitments were both statistically significant positive. The relationship between the principals’ laissez-faire leadership with teachers’ organizational commitments were statistically significant negative. 10. The relationship between the principals’ transformational leadership and principals’ transactional leadership with teachers’ organizational citizenship behaviors were both statistically significant positive. The relationship between the principals’ laissez-faire leadership with teachers’ organizational citizenship behaviors were statistically significant negative. 11. The relationship between the teachers’ organizational commitments with citizenship behaviors were statistically significant positive. 12. The predicators (background variables and the principals’ leadership style) had significant prediction on teachers’ commitments. 13. The predicators (background variables and the principals’ leadership style) had significant prediction on teachers’ organizational citizenship behaviors. According to the conclusions of the research, some suggestions were made for educational administrative organs, vocational high schools, teachers, and the further studies respectively. Key Words：Principal’s leadership style, Transformational leadership, Transactional leadership, Laissez-faire leadership, Teacher’s organizational commitment, Teacher’s Organizational citizenship behavior