A Study on Relationship Between Double-Tutorial-System Kindergarten Principals Paternalistic Leadership and Teachers'' Trust --- of Taiwan as an Example

• Main Authors: Chu-Chai Hui, 褚嘉慧
• Other Authors: Jiun-De Tsao
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/63591193273448984623

碩士 === 朝陽科技大學 === 幼兒保育系碩士班 === 101 === The study aims to discuss the principal-paternalistic leadership and the status of teacher trust relationship in the workplace environment of “Double Tutorial System,” in addition to understanding whether if the variables of different backgrounds can lead to difference in the teacher trust relationship with the principals due to leadership style or level of trust. The study adopted questionnaire survey and took the teachers of public kindergartens from North, Central, South and East of Taiwan as the population. The number of effective samples was 568 questionnaires and the research tool was divided into four parts, namely “Teacher and Principal basic information,” “Public kindergarten principal-paternalistic leadership behavior scale,” “Teacher trust relationship and behavior scale,” and “Open questions.” The answers from questionnaires and open questions were used in the data processing analysis. The conclusion of the study is drawn in the follows: 1. There is significant difference between the relationship of principal-paternalistic leadership and trust. The dimension in “shaping personal reputation” and the dimension in “consistent behavior” of trust relationship received the highest score for principal-paternalistic leadership. 2. There is significant difference in principal-paternalistic leadership for teachers with “part-time principal seniority.” There is no significant difference in principal-paternalistic leadership for teachers with “same class as the principal” and “principal gender.” 3. There is significance difference in trust relationship for teachers with “gender,” “age,” “teaching seniority.” There is no significant difference in trust relationship for teachers with “part-time principal function,” “same class as principal,” “principal gender,” “principal education,” and “principal seniority.” 4. There is a moderate positive correlation between the principal-paternalistic leadership and trust relationship, indicating that a higher correlation with the “principal-paternalistic leadership” will lead to better “trust relationship.” The study is hereby proposed as reference of future studies to be conducted by public kindergarten principals, teachers and administrative units.