A Research on Elementary School Teachers’ Perception of the Principal’s Leadership Style and Their Humor

• Main Authors: Po-Hong Kuo, 郭柏宏
• Other Authors: Fang-Chung Chang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/90934972476218003054

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 97 === This study explores the current situation on Taipei elementary school teachers’ perception of the principal’s leadership style and humor. Various background variables in the perceived differences in leadership style and humor of the principal are also studied. This study employs questionnaire surveys for data collection; stratified random samples are selected and subjected to questionnaire surveys. Effective samples comprise 612 active elementary school teachers from Taipei City. Data collected are subjected to statistical analysis methods such as descriptive statistics, independent-sample t test, one way ANOVA and structural equation modeling. The following conclusions are reached based on the result of the survey: 1. Taipei elementary school teachers’ humor comprehension and perception of the principal’s humor are good. 2. In terms of Taipei elementary school teacher’s perception of the principal’s humor, the level of perception is in the order of: humor comprehension, ability to create humor in a social environment, tendency to laugh and capability to create humor. 3. Male teachers’ comprehension of humor and perception of the principal’s humor is higher than female teachers. 4. Younger teachers tend to perceive the principal’s leadership style as laisser-faire and authoritative. Older teachers on the other hand, perceive the principal’s leadership style as caring. 5. Teachers with a higher educational background and the longer the history of the school tend to perceive the principal’s leadership style as laisser-faire. 6. Senior teachers tend to perceive the principal’s leadership style as more democratic and caring oriented, with good humor comprehension and humor creation. Junior teachers tend to perceive the principal’s leadership style as authoritative. 7. Teachers who are also supervisors tend to perceive the principal’s leadership style as democratic and humorous, not authoritative; while teachers who are section chiefs tend to perceive the principal’s leadership style as laisser-faire. Homeroom teachers tend not to perceive the principal’s leadership style as caring oriented. 8. The smaller the scale of the school, the more the teachers tend to perceive principal’s leadership style as more democratic, caring, and humorous. On the contrary, in larger schools, teachers tend to perceive the principal’s leadership style as authoritative or task oriented. 9. The better the humor comprehension ability of a teacher, the more they tend to perceive the principal as humorous. 10. The principal’s democratic, laisser-faire and task oriented leadership style, has significant positive influences on teachers’ perception of the principle as being humorous. On the contrary, an authoritative leadership style has a significant opposite effect. Based on above conclusions, this research will offer relevant recommendations to education administrations, principals and teachers of elementary schools.