A STUDY OF THE RELATIONSHIPS AMONG THE SERVANT-LEADERSHIP BEHAVIORS OF PRINCIPALS AND DIRECTORS OF ACADEMIC AFFAIRS AND TEACHERS' PROFESSIONAL DEVELOPMENT IN ELEMENTARY SCHOOLS

• Main Authors: LIN, MEI-CHIN, 林梅君
• Other Authors: LIN, SHIH-LING
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/78244417973958622759

碩士 === 輔仁大學 === 教育領導與發展研究所 === 99 === The purpose of the study is to investigate the relationships among the servant-leadership behaviors of principals and directors of academic affairs and teachers’ professional development in elementary schools. The ground of the theory was established with literature reviews. A self-designed questionnaire, “The Relationships among the Servant-Leadership Behaviors of Principals and Directors of Academic Affairs and Teachers’ Professional Development in Elementary Schools”, was adopted as the investigation tool. Data were collected to process statistic analysis and the conclusions of the study are: I. The servant-leadership behaviors of principals and directors of academic affairs and teachers’ professional development in elementary schools, in overall, are at medium-high level. II. Principals’ Servant-Leadership Behaviors 1. Principals with different background variables showed differences in their servant-leadership behavior practice. 2. Directors of academic affairs with different background variables showed no differences in their perception of Principals’ servant-leadership behaviors. 3. Teachers with different background variables showed no differences in their perception of Principals’ servant-leadership behaviors. III. The Servant-Leadership Behaviors of Directors of Academic Affairs 1. Teachers’ gender and years of service of directors of academic affairs showed differences in their servant-leadership behavior practice. 2. Teachers with different background variables showed no differences in their perception of directors of academic affairs’ servant-leadership behaviors. IV. Teachers’ Professional Development Teachers’ age showed significant differences in teachers’ professional development. V. Relevancy and Prediction among Variables 1. There was a significant positive correlation between principals’ servant-leadership behaviors and directors of academic affairs’ servant-leadership behaviors. In addition, the four compositions of “building community”, “developing visions and proactive behaviors”, “listening and sympathy” and “healing” in principals’ servant-leadership behaviors have positive prediction to directors of academic affairs’ servant-leadership behaviors . 2. There was a significant positive correlation between directors of academic affairs’ servant-leadership behaviors and teachers’ professional development. Besides, the three compositions of “awareness”, “commitment to the growth of teachers” and “listening and sympathy” in directors of academic affairs’ servant-leadership behaviors have positive prediction to teachers’ professional development. 3. There was a significant positive correlation between principals’ servant-leadership behaviors and teachers’ professional development. Moreover, the two compositions of “commitment to the growth of teachers” and “developing visions and proactive behaviors” have positive prediction to teachers’ professional development. VI. Intermediary Effect and Overall Relationships 1. Directors of academic affairs’ servant-leadership behaviors have partial intermediary effects upon principals’ servant-leadership behaviors and teachers’ professional development. 2. The overall relationships among principals’ servant-leadership behaviors, directors of academic affairs’ servant-leadership behaviors and teachers’ professional development are as follows: (1) principals’ servant-leadership behaviors influence directors of academic affairs’ servant-leadership behaviors, (2)directors of academic affairs’ servant-leadership behaviors influence teachers’ professional development, and (3) principals’ servant-leadership behaviors influence teachers’ professional development through directors of academic affairs’ servant-leadership behaviors. Finally, some suggestions were provided for educational administration institutions, principals, directors of academic affairs and teachers in elementary schools and researchers studying related topics. Keywords: servant-leadership , teachers’ professional development