| Summary: | 博士 === 國立臺北教育大學 === 教育經營與管理學系 === 99 === The purpose of this study was to understand the current situations of shared leadership, teacher leadership and school organizational culture, and to analyze the difference of perception of shared leadership, teacher leadership and school organizational culture among different personal and school backgrounds. Furthermore, it analyze the correlation among shared leadership, teacher leadership and school organizational culture and to verify among shared leadership, teacher leadership and school organizational culture for explanation and to investigate different structural models among shared leadership, teacher leadership and school organizational culture.
The method adopted in this study was survey research. Data were collected from principals and teachers of public elementary schools in Taiwan and Penghu. The instrument of this research was the “Investigation Questionnaire on shared leadership, teacher leadership and school organizational culture in elementary schools” constructed by the author. Adopting Stratified Random sampling, the study sent out 3,195 questionnaires in 299 schools, with 1,816 questionnaires returned and 1,794 of them being usable, achieving a return rate of questionnaires at 56.84% and a return rate of usable questionnaires at 56.15%.
Descriptive statistics, one-way ANOVA, K. Pearson product-moment correlation analysis, multiple stepwise regression and structural equation modeling (LISREL) were used to analyze the data. The following 17 conclusions were drawn from this study:
1. Current situations of shared leadership, teacher leadership and school organizational culture that principals and teachers experienced were excellent.
2. The male subjects experienced shared leadership, teacher leadership and school organizational culture significantly higher than female subjects.
3. The principals experienced shared leadership, teacher leadership and school organizational culture significantly higher than teachers, and administrative teachers experienced significantly higher than teachers.
4. The subjects’ career-service period over 20 years experienced shared leadership, teacher leadership and school organizational culture significantly higher than those of career-service period within 20 years.
5. The subjects lived in east and south of Taiwan experienced shared leadership, teacher leadership and school organizational culture significantly higher than those lived in central and north of Taiwan.
6. The subjects in schools less than 12 classes experienced shared leadership, teacher leadership and school organizational culture significantly higher than other schools.
7. There are no significant differences in shared leadership, teacher leadership and school organizational culture in terms of principal’s gender.
8. The subjects in schools with principals' service period in the present school above 5 years experienced shared leadership, teacher leadership and school organizational culture significantly higher than other schools.
9. There are significant positive medium and high correlations among shared leadership, teacher leadership and school organizational culture.
10. The “staff development and innovation” aspect of share leadership is the most powerful factor affecting teacher leadership and school organizational culture.
11. The “decision participating” aspect of teacher leadership is the most powerful factor affecting shared leadership and school organizational culture.
12. The “leadership and atmosphere” aspect of school organizational culture is the most powerful factor affecting shared leadership.
13. The “value and attitude” aspect of school organizational culture is the most powerful factor affecting teacher leadership.
14. Sharing leadership, teacher leadership and school organizational culture are mutually dependent variable.
According to the findings and conclusions given above, the study proposed recommendations for school management, educational administrative institutions, and future researches.
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