| Summary: | 碩士 === 國立花蓮教育大學 === 國民教育研究所 === 96 === The purpose of this study was to inquire the relationship among principal’s change leadership, teacher’s organizational commitment and school’s competitive advantage.
The adopted study methods were literature review and questionnaire. The subjects included 370 teachers from public elementary schools of Ilan County and Hualian County. 343 copies were returned, which included 2 invalid copies. Thus the total effective copies were 341，and the returned ratio was 92.70%. The collected data were analyzed by SPSS 10.0 for Windows such as descriptive statistic, t-test, one-way ANOVA, Scheffé methods, Pearson product-moment correlation, canonical correlation, and multiple stepwise regression analysis. Conclusions were made as followings:
（1）There are close relationships among principal’s change leadership, teacher’s
organizational commitment and school’s competitive advantage.
（2）The general situations of principal’s change leadership, teacher’s organizational
commitment and school’s competitive advantage are good.
（3）Whatever gender, educational degree, there were no significant differences in
teachers’ perceptions of principals’ change leadership, teacher’s organizational
commitment and school’s competitive advantage. However, teachers who are
elderly, senior, administrator, and teaching in large school sense better teacher’s
organizational commitment and school’s competitive advantage.
（4）The highest scoring among all aspects of school’s competitive advantage is
organizational-capability advantage, following are administrative-management
advantage、image-performance advantage、environment-facility advantage、
resources advantage, and location advantage.
（5）Higher principal’s change leadership will result in better school’s competitive
advantage.
（6）Higher teacher’s organization commitment will result in higher school’s
competitive advantage.
（7）Organizational change group, apt to stay, combine favorable resources are major
aspects to effectively explain school’s competitive advantage, among three,
organizational change group has the best explanation.
Finally, this research provided concrete advices for the reference of the educational administration agencies, as well as principals and teachers of elementary school.
1. Advices regarding to educational administration agencies:
（1）To emphasize on principal’s change leadership behaviors, and strengthen related training programs on the topic of change leadership.
（2）To better the principals assessment system, and encourage principals to change leadership in order to promote school’s effectiveness and performances.
（3）To encourage teachers to further their professional training, meanwhile to accelerate the implementation of teacher professional evaluation system.
（4）To emphasize on accountability，using real incentives to reward the outstanding education team, and provide more budget to merit the schools with great achievements.
2. Advices regarding to principal:
（1）To strengthen the knowledge about change leadership, and practically apply them.
（2）To choose excellent people to organize the education team to integrate various resources to create the best performances.
3. Advices regarding to teacher:
（1）Should have a sense of crisis to agree with the educational goal of the school and devote
oneself to educational role.
（2）Should keep on taking training courses and promoting professionalism.
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