| Summary: | 博士 === 國立臺南大學 === 教育經營與管理研究所 === 96 === The focus of this study is on the relations among the elementary school principals’ leadership style and power use, and the teachers’ support for organizational change. It uses the questionnaire method. The subjects of this study are the teachers in the public elementary schools in northern Taiwan including Keelung City, Taipei City, Taipei County, Ilan County, Taoyung County, Hsinchu county, and Hsichu City. 1,000 copies of questionnaire were mailed out, and 648 retrieved copies were analyzed by reliability and validity analysis, descriptive statistics, T-test, one-way ANOVA, two-way ANOVA, Pearson product-moment correlation, canonical correlation, stepwise multiple regression, and structural equation model.
I. The primary conclusion of this study is as follows:
1.The teachers with higher degrees, and the teachers in medium-sized and big schools can more strongly feel that the principals employ the kinds of leadership: high self-charisma, knowledge stimulus, and inspiration as well as concern, while those with lower degrees, and in small elementary schools feel that the principals use the kind of leadership: commitment to reward.
2.The older, less experienced teachers also serving as directors can more deeply feel that the principals take advantage of the following strategies: legal negotiation and compromise as well as reward and coercion. The teachers with master’s or higher degrees can feel more strongly that the principals use the strategy – persuading others by their professional abilities. The teachers from medium-sized and large schools also feel more obviously that the principals use the strategies of communication, negotiation, cooperating, and alliance.
3.If principal leadership style can alternatively work with such strategies as cooperative communication, legal compromise, reward, and instant coercion, teacher support for organizational change will become higher.
4.As the principals can use such kinds of leadership as self-charisma, knowledge stimulus, and inspiration and concern much more, and can utilize the power strategy of legal talk and negotiation more,teacher support for organizational change becomes much higher.The principal in his second turn in the same school is more likely to have the kinds of leadership:self-charisma, knowledge stimulus, and inspiration and concern than that in the first term in the same school. The former also uses the strategy of coercion much more.
5.When the principal combines leadership style with power use and harnesses the power strategy of persuading other people by professional abilities for the changes in personnel involvement and organizational structure, with power use can take more advantage of legal talk for technical change in organizational operation,teacher support for organizational change becomes higher.
6.The principal who uses the kinds of leadership such as self-charisma, knowledge stimulus, and inspiration and concern can directly obtain more teacher support for organizational change. He also can indirectly gain high teacher support for organizational change with the strategies of cooperative communication, rational persuasion, legal compromise, and a little reward and coercion; The principal who utilizes the leadership of commitment to reward cannot directly raise teacher support for organizational change; however, he can indirectly boost teacher support for organizational change through the power strategy of cooperative communication.
7.The principle who enhances the use of the power strategies of cooperative communication, rational persuasion, legal talk, reward, and instant coercion can directly obtain more teacher support for organizational change.
II. The suggestions of this study are as follows.
1.The strategy of alternatively using high transformational and transitional leaderships can be harnessed.
2.The integral and fully empowering leadership style may be used.
3.The partner leads strategy of establish the professional position, and develop evaluating mechanism for teachers.
4.This study also suggests the related studies in the future.
Research variables, subjects, tools, and methods are proposed respectively for the future study.
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