| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 96 === The purpose of this study was to explore the reality and the relationship among Elementary School Principals’ Leadership Styles, Conflict Management Tactics and School Effectiveness.
Questionnaire survey is adopted as the research method in this research. This study employs survey as its methodology, with teachers in elementary schools in Kaohsiung County, Kaohsiung City and Pingtung Country as objects of this survey. After stratifying random sampling by school sizes and locations, the researcher sends out 775 questionnaires to 53 schools. The 707 teachers’ questionnaires are retrieved and 698 of them are available for being used in this study. The rate of recovery is up to 91.23%. The collected data was analyzed by ways of average, standard deviation, t-test, One-Way ANOVA, Pearson product-moment correlation analysis, and Stepwise Multiple Regression.
The main conclusions of this research are presented as follows:
I. The teachers’ consciousness of principals’ leadership styles in elementary schools is between the degree of “ part accordance” and the “most accordance”; the average score among them shows “initiation leadership style” is higher than apparently “consideration leadership style”. There are distinct differences of teachers’ consciousness of principals’ leadership styles because of the sex, post, school sizes, school history and the different school areas; but there is no distinct difference between different age, service seniority, and highest education.
II. The teachers’ consciousness of principals’ collaboration-conflict and accommodation-conflict management tactics in elementary schools is between the degree of “ part accordance” and the “most accordance”. The principals often adopt cooperation-conflict management tactics. There are distinct differences of teachers’ consciousness of principals’ conflict management tactics because of the post, school sizes, school history and the different school areas; but there is no distinct difference between different sex, age, service seniority, and highest education.
III. The teachers’ consciousness of school effectiveness in elementary schools is between the degree of “ part accordance” and the “most accordance”. There are distinct differences of teachers’ consciousness of school effectiveness because of the sex, age, service seniority, post, school sizes, school history and the different school areas; but there are no distinct differences between different highest education.
IV. There are distinct interrelations between “high-initiation and high-consideration”, “high-initiation and low-consideration” and “low-initiation and low-consideration” of principals’ leadership style and conflict management tactics. A lot of the principals’ conflict management tactics, such as collaboration and accommodation, are related to the schools effectiveness; but principals’ competition -conflict management tactics and schools effectiveness have apparently negative correlation.
V. Principals’ leadership style and conflict management tactics can be passable predictors of school effectiveness, and among them the consideration leadership style is the most correlative.
According to those conclusions, some useful suggestions are presented to the elementary school principals, education administration authorities and future study.
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