A Study of Relationship among Leadership Styles of Elementary School Principals, Innovation Climate and Innovation Effects

• Main Authors: MEI-HUI YIN, 尹美慧
• Other Authors: Hsiang-Min Fang
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/59984905602710407398

碩士 === 靜宜大學 === 管理碩士在職專班 === 95 === Abstract In the generation of this internationalization, informationization, democratization, the society tends to freedom of speech and value pluralism. Any organization must seek novel changes and pay attention to the response of the external and public demand in order to survive, develop, and adapt to environment challenges. In addition, the organizations could manage continuously forever by the two-way communication of various kinds of channels for support and assistance of the masses in internal and external organization. The aim of this study is to explore the present situation and the whole model of the relationship among principals leadership styles, innovation climate and innovation effects. Quantization was applied and the questionnaires were conducted for collecting the data. The population contained directors, chiefs, and teachers of the whole public elementary schools of national public elementary schools. The purposes of this study: (1) exploring the relationship among the leadership styles of elementary school principals, innovation climate and innovation effects, (2) analyzing the important dimensions of innovation climate and innovation effects, and (3) offering the suggestions, according to the results, to educational administrative organs, principals, teachers, and further studies. Thus, the variables contained three parts. (1) Principals’ leadership styles: two dimensions of transformation leadership and transaction leadership. (2) Innovation climate of the school: the four dimensions of self- innovating progress, shares and cooperation of knowledge, organizing encouragement, interpersonal support. (3) Innovative effects of the school: the information construction, administrative innovation, innovative campus, and the application of community resources. This study at first set up preliminary research concepts and variables by literature review, and then distinguished the essence of questions, and confirmed the concepts and variables and the interaction, in order to set up practical research structure and proposed three hypotheses. The total of the subjects, concluding the directors, chiefs, teachers of the 200 domestically public elementary schools, were 1600. The data were collected by questionnaires for practical research and verifying the hypotheses. Conclusions were gained as follows: 1. Principals’ leadership styles have a significant influence on the innovation climate of the school. Mainly, transformation leadership and transaction leadership have a positively significant influence on self- innovating progress, shares and cooperation of knowledge, organizing encouragement, interpersonal support. 2. Principals’ leadership styles have a significant influence on the innovation effects of the school. Mainly, transformation leadership and transaction leadership have a positively significant influence on the information construction, the administration innovation, innovative campus, and the application of community resources. 3. The innovation climate of the school has a significant influence on the innovation effects of the school. Mainly, self- innovating progress, shares and cooperation of knowledge, organizing encouragement, interpersonal support in innovation climate of the school have a positively influence on the information construction , the administration innovation, innovative campus, and the application of community resource in the innovation effects of the school. Finally, in addition to the implication of this research conclusion in theory and practice, this study described the research limit and some suggestions were also proposed for follow-up research.