| Summary: | 碩士 === 國立高雄師範大學 === 成人教育研究所 === 96 === This research aims at exploring the relationship between the refresher course teachers’ leadership styles and the elementary school students’ creative experiences in Kaohsiung City in the elementary school students’ views; therefore, it has the following three objectives to gain:
1. Realizing the current situations of the refresher course teachers’ leadership styles and the elementary school students’ creative experiences in Kaohsiung City.
2. Analyzing the differences among the refresher course teachers’ leadership styles and the elementary school students’ creative experiences in Kaohsiung City with different background variables.
3. Probing the correlation between the refresher course teachers’ leadership styles and the elementary school students’ creative experiences in Kaohsiung City.
First, the theory of this study was formed on the basis of the literature review. Second, the questionnaire survey approach was adopted as a way to collect statistical material from the elementary school students in Kaohsiung City. Finally, Statistical Package for the Social Science（SPSS10.0）was used to make it easier to process the questionnaire data. Considering processing the data, various statistical methods, such as descriptive statistics, t-test, one-way ANOVA, and Pearson product-moment correlation, were applied to the analysis of the statistics, and the conclusions are as follows:
1. The elementary school students have a perception that the current situations of the refresher course teachers’ leadership styles are pleasant, and “duty-oriented” is above “people-oriented.”
2. The elementary school students have a sense that the current situations of the elementary school students’ creative experiences in Kaohsiung City are pleasant; of the three dimensions, “designing visual life” receives the most recognition, “causing surprise” receives the second most, but “solving problems by using scientific innovation” meets with the least.
3. The refresher course type, the refresher course location, and refresher course teachers’ sex have an obvious influence on “the whole of the refresher course teachers’ leadership styles.”
（1）The elementary school students have a feeling that the “literature and science” refresher course receives much recognition about the refresher course teachers’ leadership styles.
（2）The elementary school students perceive that “Gushan District” receives much recognition regarding the refresher course teachers’ leadership styles.
（3）The elementary school students sense that “female” refresher course teachers receive more recognition than “male” ones concerning the refresher course teachers’ leadership styles.
4. The refresher course location and refresher course teachers’ sex have an obvious influence on the dimension of “duty-oriented” of the refresher course teachers’ leadership styles.
（1）The elementary school students have a consciousness that “Gushan District” receives much recognition in the dimension of “duty-oriented” of the refresher course teachers’ leadership styles.
（2）The elementary school students feel that “female” elementary school teachers receive more recognition than “male” ones in the dimension of “duty-oriented” of the refresher course teachers’ leadership styles.
5. The refresher course type, the refresher course location, and refresher course teachers’ sex have an obvious influence on the dimension of “people-oriented” of the refresher course teachers’ leadership styles.
（1）The elementary school students have a feeling that the “literature and science” refresher course receives much recognition in the dimension of “people-oriented” of the refresher course teachers’ leadership styles.
（2）The elementary school students have a feeling that the “Gushan District” refresher course receives much recognition in the dimension of “people-oriented” of the refresher course teachers’ leadership styles.
（3）The elementary school students sense that “female” refresher course teachers receive more recognition than “male” ones in the dimension of “people-oriented” of the refresher course teachers’ leadership styles.
6. The elementary school students sense that there are obvious differences in the elementary school students’ creative experiences with different grade and sex variables.
（1）The elementary school students have a feeling that “male” refresher course students are better than “female” ones in the whole of the elementary school students’ creative experiences.
（2）The elementary school students have a feeling that “grade 5” refresher course students are better than “grade 6” ones in the dimension of “designing visual life” of the elementary school students’ creative experiences.
（3）The elementary school students have a feeling that “male” refresher course students are better than “female” ones in the dimension of “solving problems by using scientific innovation” of the elementary school students’ creative experiences.
（4）The elementary school students have a feeling that “female” refresher course students are better than “male” ones in the dimension of “designing visual life” of the elementary school students’ creative experiences.
（5）The elementary school students have a feeling that “male” refresher course students are better than “female” ones in the dimension of “causing surprise” of the elementary school students’ creative experiences.
7. Statistically there is a positive correlation between the whole of the refresher
course teachers’ leadership styles and the whole of the elementary school students’ creative experiences.
（1）On the whole, the elementary school students sense that there is a positive but low correlation between the refresher course teachers’ leadership styles and the elementary school students’ creative experiences.
（2）In respective dimensions, the elementary school students sense that there is a positive but low correlation between the refresher course teachers’ leadership styles and the elementary school students’ creative experiences.
Based on the literature review, the questionnaire survey, the results, the findings, the conclusions of this research, and the practical experience, some suggestions, as stated in detail in Section Three of Chapter Five of this thesis, are offered to the authorities concerned, schools, companies, teachers, parents, and so forth for convenience of reference or for further studies.
Key words: refresher course, leadership styles, creative experiences.
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