| Summary: | 博士 === 國立臺灣師範大學 === 公民訓育研究所 === 94 === The study of relationship among leadership attributes, leadership behaviors and leadership effectiveness for deans of student in national college
Abstract
The purpose of this study is to understand the relationship between leadership attributes, leadership behaviors and leadership effectiveness for deans of student in national college. Quantified questionnaire and qualitative interview were carried out in 52 national colleges from 104 by enrolling a stratified sampling of 860 student affair staff in 2004. 730 questionnaires were passed out. The percentage of retrieve is 86%. 712 questionnaires were effective. Therefore, the efficient questionnaires had reached 91%. The data was analyzed by t-test, one-way ANOVA analysis, Pearson correlation analysis, canonical correlation analysis, and multiple stepwise regression analysis and also have qualitative interview with 6 effective deans of student.
According to study results, the conclusions of this study were as followers:
1.Deans of student were appreciated by student affair staff with their “loyalty” in leadership attributes, “student affair feature-developing” in leadership behaviors, and “people-treating” in leadership effectiveness. However, they should improve their “acute observation” in leadership attributes, “less response if needing” in leadership behaviors, and “rewarding” in leadership effectiveness.
2.Deans of student were appreciated by student affair staff with their “personality” in leadership attributes, “idealized influence-attributed and management by exception-active” in leadership behaviors, and “leadership satisfaction” in leadership effectiveness. However, they should improve their “interpersonal relationship” in leadership attributes, “laissez-faire leadership” in leadership behaviors, and “job satisfaction” in leadership effectiveness.
3.Honesty and sincerity are the core leadership attributes of deans of student.
4.If deans of student want their leadership behaviors effective, they should use transformational leadership and transactional leadership. If they use management by exception-passive and laissez-faire leadership, they achieve lower leadership effectiveness.
5.The relationship of leadership behaviors and leadership effectiveness were transformational behaviors>management by exception-active>contingent reward>management by exception-passive>laissez-faire. It is similar to leadership effectiveness under Full Range of Leadership Model.
6.“Title in division,” “school quality” and “school scale” existed obvious differences in leadership attributes, leadership behaviors and leadership effectiveness.
7.The product-moment correlation between “leadership attributes” and “leadership behaviors” was all the aspects in leadership attributes. Those were highly positive correlation with all the aspects in transformational leadership and management by exception-active and contingent reward in transactional leadership. Those were middle low or middle correlation with management by exception-passive and laissez-faire.
8.In the canonical correlation analysis of “leadership attributes”, “leadership behaviors” and “leadership effectiveness” of deans of student, leadership attributes of deans of student explained 49.58% of the total variance of leadership effectiveness. Leadership behaviors of deans of student explained 55.96% of the total variance of leadership effectiveness.
9.Compared with “leadership attributes,” “leadership behavior” of deans of student was stronger predictor of “leadership effectiveness,” the percentage of prediction reached 63.1%. Among all the aspects of “leadership attributes” and “leadership behaviors,” intellectual simulation was the strongest predictor of “leadership effectiveness.” The percentage of prediction reached 62.7%. Among all the aspects of “leadership attributes,” “attribute of organization management” was the strongest predictor of leadership effectiveness. The percentage of prediction reached 61.3%. Among all the aspects of “leadership behaviors,” intellectual simulation was the strongest predictor of “leadership effectiveness.” The percentage of prediction reached 62.1%.
10.Leadership of deans of student was similar to related research. However, if duties were different, leadership behaviors were different.
11. The factors for a person to be a dean of student pointed out by 6 effective deans of student as follow: A. To have four leadership attributes.（1）. Honesty and sincerity; （2）. Set a good example; （3）. Coordinate and communicate;（4） Be active in study. B. To have such leadership behaviors as （1）. Shape student affair vision;（2）. Cooperate with academic affair divisions; （3）. Encourage and praise staff; （4）. Choose group leader carefully; （5）. Be good at handling emergence; （6）. Listen to student and build communication pattern; （7）. Make good use of resource to increase effectiveness of time management; （8）. Treat all the staff equally, （9）. Encourage staff to study and visit to enhance the effectiveness of student affair; （10）. Affirm policies of Ministry of Education.
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