Relationships Between Leadership Behavior of Principals and the Organizational Climate of Schools—A Case Study of Hsinchu Public Elementary Schools

• Main Authors: Chang, Jen-Hsiang, 張仁祥
• Other Authors: Hsieh ,King-Ching
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/xkq465

碩士 === 國立新竹教育大學 === 人力資源發展研究所 === 100 === This research applies the theory of paternalistic leadership to examine the status of and the relationships between leadership behavior of elementary school principals and the organizational climate of schools and analyzes the impact of different background variables on the leadership behavior of principals and the organizational climate of schools. It is anticipated that this research will provide a reference for the future development of principal leadership behavior and the enhancement of organizational climate in schools. This study adopted a questionnaire survey method and used a “research survey of the relationships between paternalistic leadership behavior of elementary principals and organizational climate of schools” as a research tool. The study adopted two-stage sampling to select 512 current teachers from public elementary schools in Hsinchu City as research subjects. A total of 394 effective sample questionnaires were collected with a validity rate of 76.95%. All data collected were analyzed using SPSS/13.0 statistical software. Analysis was conducted using the mean value, standard deviation, frequency percentage, as well as a t-test, one-way analysis of variance, chi-square test, the Pearson product-moment correlation, and multiple regression analysis. The findings are as follows: 1. The score of paternalistic leadership behavior for elementary school principals is above the mean. The dimension of “establishing a personal reputation” demonstrates the greatest paternalistic leadership behavior and the dimension of “rewarding trusted staff” shows the least paternalistic leadership behavior. 2. The majority of schools have an “open organizational climate” according to the elementary school teachers’ understanding of the organizational climate of schools. Based on the “principal openness index” and “teacher openness index”, elementary schools are open-type schools. 3. Significant differences in scores for partial dimensions or overall paternalistic leadership behavior of principals are shown regarding elementary teachers’ gender, age, years of service, official post, and scale of school. 4. Elementary teachers who have graduate school (including 40-credit programs) diplomas and above, 1 to 5 years of service, and teach at schools with 25-48 classes have distinctively higher scores in the “teacher openness index” of the openness level of organizational climate than do teachers with a college diploma, 6 to 10 years of service, or jobs in schools with 13-24 classes. Teachers from schools with 49 classes or more have distinctively higher scores in the “principal openness index” of the openness level of organizational climate than do those from schools with 12 or fewer classes. 5. There is a significant correlation between partial dimensions or overall paternalistic leadership behavior of principals and the “principal openness index”, “teacher openness index”, and “school openness index” of the organizational climate of schools. 6. A portion of the dimensions for paternalistic leadership behavior of elementary school principals showed significant influential effects and predicting power for the “principal openness index”, “teacher openness index”, and “school openness index” of the organizational climate. According to the research results, this study proposes related suggestions for educational administrative organizations and elementary school principals to improve the future paternalistic leadership of elementary principals and increase the effectiveness of educational training.