| Summary: | 碩士 === 輔仁大學 === 教育領導與發展研究所 === 96 === This study intended to explore the relationship between the principle’s communication and teachers’ change receptivity while the school implementing changes. Hence, the researcher created a questionnaire of “The Relationship between the Principal’s Communication and Teachers’ Change Receptivity at Junior High Schools in Taipei City” as a research tool. Based on stratified ratio sampling, totally 788 questionnaires were sent out to the teachers at public junior high schools in Taipei city. There were 563 responses with the return rate of 71.45%. The following statistical methods were adopted to analyze the data, such as frequency distribution, t-test, one-way ANOVA, etc.
The results of the study indicated that approaches of principal’s communication at Taipei public junior high schools were above the average level and the communication type got the highest scores. Teachers’ change receptivity was also at the same level as the principal’s communication and the perceptual receptivity was the highest. Among all background variables, work positions of teachers, school size, gender and seniority of principals had significant influences on teacher’s perception of principal’s communication approaches and teachers’ change receptivity. Furthermore, principal’s age significantly correlated with the communication approaches and teachers’ genders showed significant differences on teachers’ change receptivity. In additional, principal’s communication approaches significantly correlated with teachers’ change receptivity. The teachers’ change receptivity could be best predicted by principal’s communication behavior and communication type.
According to the findings, it is reasonable to suggest that the Bureau of Education should provide the communication training and build up a communication consultant team for principals, as well as assist the transferring principal to get a better communication capability. As taking the leadership at school, the principal may create a trustable environment, open and utilize multiple channels of communication, as well as making a good use of management by working and supporting the development of teachers’ expertise in order to motivate the positive power of change. Additionally, teachers should clarify the personal worries about the change and face the changes optimistically and give the suggestions courageously. They should also continuously improve their professional ability and do the best preparation for developing self life and endeavoring in school’s changes.
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