Teachers’ Organizational Citizenship Behaviors under Principals’ Leadership –An example of a junior high school

• Main Authors: Yeh, Jung-Wen, 葉榮文
• Other Authors: 黃乃熒
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/vmp9aa

碩士 === 國立臺灣師範大學 === 教育學系 === 103 === The research is aimed to discuss the drivers and effects of principal’s leadership behavior at educational spot toward the behaviors of teachers’ organizational citizenship ,to analyze the feelings and responses of school members of different jobs and positions, and to know the practices of teachers’ organizational citizenship behaviors. In order to achieve the aims, the study is to know the interaction between one principal’s leadership behavior of a junior high school and teachers’ organizational citizenship behaviors. Based on the literature review, the researcher made the outline of the interview, and the do the qualitative research. The researcher analyze the data and get a conclusion through the semi- structural interview with the principal ,the administrative staffs and teachers.Finally,based on the result of the interview and the literature review , the researcher get the conclusion and make suggestions based on the conclusion to provide the case school principle for reference for running a school. Based on the result and the analysis of the interview, we can get the following conclusion: First, principle’s leadership insists that the administrative should lead the school where to go, and each department should know their power and responsibility and should be fully trusted and empowered. Second, When dealing with crisis, looking for outside help or promoting school, the principle should train his subordinates in real time to enhance their abilities. Third, the principle leads his school with his energy, confidence and charisma, everything he did is for students’ good. Fourth, school members should agree with school ‘s vision, they should provide beneficial suggestions initiatively and h help Maintain the positive image of the school. Fifth, administrative staffs should be thoughtful for students in every way, and also be thoughtful for the teachers initiatively and thankful for their dedication and hard work. Sixth, teachers do advanced studies to enhance teaching effectiveness, and also are willing to devote themselves to students and parents. Seventh, a supportive and caring principle is the learning model for all the administrative staffs, and also the strength for them to devote themselves. Eighth, administrative staffs can understand the principle’s high standard demanding and supervision in order to make the school better. Ninth, teachers can feel the principle’s caring for their health and support for teaching, and the principle is willing to share the honor to all the members in school. Tenth, they require of decentralized supervision and intensive walking and observing changed the school culture and also accumulated bad moods.