A Study on Relationships among Principal’s Positive Leadership, School Public Relations and School Innovation Management Effectiveness of Elementary Schools

• Main Authors: Hung-yu Hsiao, 蕭宏宇
• Other Authors: Chung-Chen Cheng
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/81330907067327772527

博士 === 國立臺北教育大學 === 教育經營與管理學系 === 103 === A Study on Relationships among Principal’s Positive Leadership, School Public Relations and School Innovation Management Effectiveness of Elementary Schools Abstract This study was intended to investigate the current conditions, differences and relations among principals’ positive leadership, school public relationship and school innovation management effectiveness. Participants of the present research consisted of elementary school teachers, directors and principals serving in Taipei City, New Taipei City and Keelung City. On the basis of literature reviews, a questionnaire was implemented and interviews were conducted in the present study. Directions for future studies were also suggested in Taipei City, New Taipei City, and Keelung City. On the basis of literature reviews, a questionnaire was implemented and interviews were conducted in the present study. Directions for future studies were also suggested. Based on the literature review, this study established a theoretical framework at first. Then, a survey exploring elementary school principals’ positive leadership, school public relationship and school innovation management effectiveness was distributed to a pool of 675 teachers from 55 elementary schools located in Taipei City, New Taipei City and Keelung City. 635 effective questionnaires were returned (with a return ratio 94.07%). Derived from the statistical outcomes of the questionnaires along with the interview results obtained from those selected subjects, this study made the following conclusions: 1. School educators have medium –high degree of perception agreement on elementary school principals’ positive leadership. 2. School educators have medium –high degree of perception agreement on elementary school public relations. 3. School educators have medium –high degree of perception agreement on elementary school innovation management effectiveness. 4. Principals’ positive leadership should start with establishing supporting relationship, followed by having trusty communication , creating caring atmosphere and showing the meaning of value. 5. To develop school public relationship, preventing and dealing with crisis should be developed first, followed by communication and promotion、participation and feedback and plan decision and execution. 6. To promote school innovation performance, the innovation in teaching and curriculums should be created first, followed by the innovation of students’ abilities, the innovation of resources using and the innovation of administrative management. 7. Elder principals and male teachers have higher perception on elementary school public relations and school innovation management effectiveness. 8. Principals、school administrative staffs and urban teachers have higher perception on principals’ positive leadership、school relations and school innovation management effectiveness. 9. There are positive correlations among elementary school principals’ positive leadership, school public relationship and school innovation management effectiveness. 10.The proper fit of structural equation model among “principals’ positive leadership”, “school public relationship” and “school innovation management effectiveness” is positive and can explain the relationships among those major variables. 11. We can construct elementary school management leadership model on the basis of school principals’ positive leadership, school public relationship and school innovation management effectiveness. 12.The dimensions “the query about principal’s leader promise”, “the unbalance of right and obligation”, “the insistent in teacher’s professional development ”, “the ambiguous goal for promoting public relationship”, “the weakness of teacher’s knowledge in public relationship”, “the lack of continuous administrative management” and “the unawareness of environmental changes in organization” are the obstacles to elementary school principles’ positive leadership, school public relationship and school innovation management effectiveness. According to the above conclusions, this study provides some suggestions for educational institutions, elementary schools’ principals, teachers, and researchers in the future. Keywords：Principal’s positive leadership、School public relation、School innovation management effectiveness.