| Summary: | 碩士 === 輔仁大學 === 教育領導與發展研究所 === 96 === The purposes of this study were to explore the relationship between the elementary school principals’ servant-leadership behaviors and the school administrative effectiveness, and furthermore, to inspect the role that administrative altruistic behaviors play on the aforementioned relationship. Based on the research results, the applications and suggestions on the relevant fields were proposed at the end.
The research procedures firstly started with the literature reviews in order to establish the ground for the theory. Secondly, a self-conducted questionnaire of “The Relationships among the Elementary School Principal’s Servant-Leadership Behaviors, the Administrative Altruistic Behaviors, and the Administrative Effectiveness” was followed and adopted as the investigation tool. The questionnaire was targeting the teachers of Taipei County elementary schools and copies were issued through the Internet with stratified random sampling. The total number of questionnaire copies sent out is 1505 where 1102 were returned effectively. Data were collected to process statistic analysis and the conclusions of the analysis are:
I. Principals’ Servant-Leadership Behaviors
1. The servant-leadership behaviors of elementary school principals, in overall, achieve “Good” level. Among all aspects, “awareness” is scored the highest, while “healing”, the lowest.
2. Principals with different background variants have few differences in servant-leadership behavior practice. However, for teachers with different background variants, there are significant differences in awareness of Principal’s servant-leadership behaviors, where teachers with administrative positions are more aware than those without administrative positions, and senior teachers are more aware than junior teachers.
II. Administrative Altruistic Behaviors
1. The elementary school administrative altruistic behaviors, in overall, reach “Good” level. Among all aspects, “obliging behavior” is scored the highest and “willingness to sacrifice personal interest for others” the lowest.
2. Schools with different background variants have significant differences in administrative altruistic behavior. It is more obvious in small-scale schools than large-scale schools. For teachers with different background variants, there are significant differences in awareness of administrative altruistic behaviors, where teachers with administrative positions are more aware than those without administrative positions, and senior teachers are more aware than junior teachers.
III. Administrative Effectiveness
1. The elementary school administrative effectiveness, in overall, achieves “Good” level. Among all aspects, “administrative efficiency” is scored the highest and “resources obtained and utilized”, the lowest.
2. Schools with different background variants have significant differences in administrative effectiveness. It is more obvious in small-scale schools than large-scale schools. For teachers with different background variants, there are significant differences in awareness of administrative effectiveness, where teachers with administrative positions are more aware than those without administrative positions, and elder teachers are more aware than younger teachers.
IV. Relevancy and Prediction among Variants
1. The principals’ servant-leadership behaviors are significantly direct proportion with the administrative altruistic behaviors. In addition, the principals’ servant-leadership behaviors have obvious predictability toward the administrative altruistic behaviors where “social group establishment” have the most predictability.
2. The principal’s servant-leadership behaviors are significantly direct proportion with the administrative effectiveness. Besides, the principal’s servant-leadership behaviors have obvious predictability toward the administrative effectiveness where “social group establishment,” “developing vision and prospect behaviors” and “commitment toward teacher development” have the most predictability.
3. The administrative altruistic behaviors are significantly direct proportion with the school administrative effectiveness. Moreover, the administrative altruistic behaviors have obvious predictability toward the school administrative effectiveness where “overall altruistic behaviors” has the most predictability.
V. Intermediary Effect and Overall Relationships
1. Among the administrative altruistic behaviors, the principals’ servant-leadership behaviors and the administrative effectiveness, there are partial intermediary effects.
2. The overall relationships among the principals’ servant-leadership behaviors, the administrative altruistic behaviors and the administrative effectiveness are as follows: (1) the principals’ servant-leadership behaviors influence the administrative effectiveness, (2) the administrative altruistic behaviors influence the administrative effectiveness, and (3) the principals’ servant-leadership behaviors through the administrative altruistic behaviors influence the administrative effectiveness.
Lastly, the researcher, based on the lessons learned and the conclusions drawn from this study, proposes suggestions applicable to the education policies and school management level and for further studies in the future.
|
|---|
