A Research on the Relationship among Schools’ Organizational Culture, Transformational Leadership, and Organizational Commitment

• Main Author: 涂信智
• Other Authors: 丁導民
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/91443674520409236074

碩士 === 國立臺灣師範大學 === 社會教育學系在職進修碩士班 === 98 === The goal of the research is to explore the relationship among “schools’ organizational culture”, "transformational leadership”, and “organizational commitment”. The subjects of the research are teachers from public junior high schools in Taipei County. Stratified random sampling was employed. There are 414 effective samples with a response rate of 92%. As to the methods of statistics, t-test, one-way ANOVA, Pearson correlation coefficient, and multiple regression, etc., were adopted to evaluate the hypotheses of the research.Through analysis and discussion over the results of the research, research conclusions and concrete suggestions for practice were achieved, and are described as follows. In the research conclusions: 1. In overall performances of schools’ organizational cultures, the awareness to “consensual culture” has the highest score, while the awareness to “developmental culture the lowest. 2. In transformational leadership, the awareness to “inspirational motivation” has the highest score, while “individualized consideration” the lowest. 3. In organizational commitment, the awareness to “intention to retention” has the highest score, while the aspect of “willingness of effort” the lowest. 4. “Transformational leadership” and “organizational commitment” are both highly correlated to “schools’ organizational culture”. 5. The higher the awareness to transformational leadership is, the higher the organizational commitment becomes. 6. Transformational leadership and organizational commitment can effectively predict “schools’ organizational culture”, in which “willingness to effort” is the most predictive. In the suggestions for practice: 1. Principals should promote care and support for middle-aged subject teachers to enhance the effectiveness of transformational leadership. 2. Schools’ organizational commitment should be promoted to reinforce teachers’ identification with the organization. 3. Senior and experienced teachers should be well employed to improve organizational culture. 4. Female teachers can be encouraged to participate in school administration and to serve the post of directors.