| Summary: | 碩士 === 國立嘉義大學 === 教育行政與政策發展研究所 === 101 === This research aims to understand the current situation of principals＇competing values leadership and school effectiveness in elementary school teachers, and to compare the differences between principals＇competing values leadership and school effectiveness
perceived by teachers with different personal variables and school environmental variables,
and to explore the relationship between principals＇competing values leadership and school effectiveness. Besides, it examines the predictability of principals＇competing values leadership to school effectiveness. The result of the research can provide concrete suggestions and further study for elementary schools.
The objects of this research comprised teachers of public elementary schools in Changhua. With questionare of “Elementary School principals＇competing values leadership and School Effectiveness＂to carry on sample surveys, the study was conducted with 602 effective samples out of 700 educators from Changhua County. The rate of effective samples was 100%. Statistical methods used for analyzing the collected data were: descriptive statics, t-test, one-way ANOVA, canonical correlation and stepwise multiple regression analysis.
According this research, we found the following findings:
1.Elementary school teachers＇perception of principals＇competing values leadership was above average. Principals＇interpersonal leadership was relatively highest, and Principals＇performance leadership was relatively lowest.
2. Elementary school teachers’ perception of school effectiveness was above average. Compared with each aspect, the aspect of teachers’ teaching effectiveness was the highest, and the aspect of student learning effectiveness was the lowest.
3.There were significant differences about principals＇competing values leadership of teachers＇perception based on school location. From the results, teachers who are in administrative position were more perceptive to principals＇competing values leadership.
4. There were significant differences in school effectiveness of teachers＇perception owing to their age, positions and years of service. From the results, teachers who are over 50 years old, in administrative position or years of service is less than five years were more perceptive to school effectiveness.
5. There was a positive correlation between principals＇competing values leadership and school effectiveness.
6.Principals＇competing values leadership could effectively predict school effectiveness.
Finally, based on those findings mentioned above, the research also suggested some implications for administrative authorities, elementary principals, and further studies in the future.
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