| Summary: | 碩士 === 輔仁大學 === 教育領導與發展研究所 === 99 === This study aims to investigate the current status of and relationship between principal’s communication behavior and teacher’s organizational commitment using a questionnaire survey titled“The Questionnaire of the Principal’s Communication Behavior and Teacher’s Organizational Commitment in the Public Elementary Schools of New Taipei City.”The subjects are in-service teachers in elementary schools of New Taipei City. This study collects 609 valid data from 746 teachers at 49 schools with 81.64％ responding rate. The data are analyzed with frequency distribution, percentage, average, standard deviation, independent t-test, one-way ANOVA, Pearson’s product-moment correlation, simple linear regression analysis and hierarchical multiple regression analysis. The main findings are as follows.
1.The teachers of elementary schools in New Taipei City perceived an intermediate level on principal’s communication behavior, and an intermediate-high level on teacher’s organizational commitment.
2.The teachers of elementary schools in New Taipei City had different perception of principal’s communication behavior among different background variables: Teachers who are male, serving as teacher and director concurrently, serving in a school scale less than 24 classes, with male principal and the principal has more than five years of service on duty, show better perception on principals’ communication behavior.
3.The teachers of elementary schools in New Taipei City had different perception of teacher’s organizational commitment among different background variables: Teachers who are more than 46 years old, serving more than 21 years, serving as teacher and director concurrently, serving with male principal, show better perception on teacher’s organizational commitment.
4.There are significant positive correlations among all dimensions of principal’s communication behavior and teacher’s organizational commitment.
5.Principal’s communication behavior has a predictive effect on teacher’s organizational commitment. For teacher’s organizational commitment, “Provide information” and “Accepted views” are the key variables of prediction.
Based on the above-mentioned conclusion, it suggests that the Bureau of Education should plan studying programs for currently president on assisting teachers in professional development, enhance school principals to encourage the development of communication behavior, and should place importance on experience in transmission system of master principals, that included in enhancing interpersonal communication skills course as with the President-designate an important indicator of reserve training program.
It also suggests that school principals may use of informal social occasions, and more emotional interaction with teachers. By the influence of elder teachers and teachers with longer seniority, it will enhance the acceptance of school organizations in senior teachers and teachers with shorter seniority. In addition, principals can lead teachers to establish professional learning communities, to encourage teachers seeking professional development of education, and to encourage teachers conducting a duty wheeled. Female principals can usually pay more attention to the two-way communications of school principals and teachers , and sincerely accept teacher’s suggestions for the school .
Finally, it suggests that teachers should more concern about school affairs, and propose recommendations of school’s development. Take the initiative concern to principals, and can also ask timely to the principals for help when encountering difficulties.
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