Studying on the Teachers’Perceptions of Junior High Schools Principals’service leadership in New Taipei City

• Main Authors: His-Meng Wang, 王希孟
• Other Authors: 張鈿富
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/44892791051694114811

碩士 === 淡江大學 === 教育政策與領導研究所碩士在職專班 === 100 === This study explores Studying on the Teachers’Perceptions of Junior High Schools Principals’ service leadership in New Taipei City. In this study, a questionnaire survey ,Junior high school teachers perceived principal leadership questionnaire, conducted a sample survey, received a total of 341 valid survey data, further factor analysis and fuzzy theory of statistical methods to analyze data conversion. Conclusions of this study are as follows: A new Taipei junior high school teachers'' perception of principal leadership can be divided into three levels 1.Listen to the same reason, to serve integrity, team leaders charm 2.The junior high school teachers perceived the principal services the degree of leadership the importance of a reaction of identity in the middle and upper 3.Team leaders in the leadership of the importance of the new Taipei junior high school teachers perceived the principal services rendered the identity of the reaction. 4.Junior high school teachers principals listen Similarly, the ministry of integrity "actually reached the degree of upper, reaction of identity. 5.Junior high school teachers to principals in the charisma of the team reached the actual extent in the reaction of identity. 6.Junior high school teachers'' cognitive principals the importance of service leadership and practical to reach a significant gap. 7.Junior high school teachers of their gender, years of service, qualifications, positions, school size, school locations, teachers principals leading the perceptual difference. Based on conclusions mentioned above,the researchers proposes somes suggestions for educational administration, Junior high school principals,interested in the related researchers Reference.