| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 104 === The study aimed to explore the principals’ knowledge leadership, teachers’ emotional labor and school organization effectiveness in the elementary school in Kaohsiung. The study took the related documents as a reference tobuild up the theories and the frame of researches, and then designed the research tools. The study took the survey questionnaire, and there were 592 elementary school teachers in Kaohsiung as the targets of the survey. As a result, there were 565 valid questionnaires returned, achieving a valid return rate about 95.44%.
The testing tools included the “Questionnaire of Principals’ Knowledge Leadership”,” Questionnaire of Teachers’ Emotional Labor” and ” Questionnaire of School Organization Effectiveness”. The data of valid samples were analyzed by means of descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, canonical correlation and stepwise multiple regression. After the analysis, there were some conclusions made as follows:
1. The state of elementary school teachers for principals’ knowledge leadership was above average. The perceptions of “encouraging members to learn” was highest. The perceptions of “integrate knowledge resources” was lowest.
2. The state of elementary school teachers for teachers’ emotional labor was above average. The perceptions of “basic emotional expression” was highest. The perceptions of “Emotional Variety Level” was lowest.
3. The state of elementary school teachers for school organization effectiveness was above average. The perceptions of “hierarchy management and stable control” was highest. The perceptions of “encourage participation and condensation morale” was lowest.
4. Teachers who were younger than 30ages, single, less than 5 years of service, school scales were below 12 classes, school with a history of over 46 years, and remote areas had higher perceptions of the principals’ knowledge leadership.
5. Teachers who were younger than 30ages, as subject teachers, and less than 5 years of service had higher perceptions of the teachers’ emotional labor.
6. Teachers who were male, younger than 30 ages, as subject teachers, academic qualifications of common university, less than 5 years of service, without administrative jobs, school with a history of over 46 years, and remote areas had higher perceptions of the school organization effectiveness.
7. If principals’ knowledge leadership was more positive, the teachers’ emotional labor would be higher.
8. If principals’ knowledge leadership was more positive, the school organization effectiveness would be better.
9. If teachers’ emotional labor was more higher, the school organization effectiveness would be better.
10. If “integrate knowledge resources”, ”encouraging members to learn”, ” building professional expertise”, ”demonstrate knowledge of innovative actions”, and ” organization cooperation and sharing” of principals’ knowledge leadership was better,it would affect school organization effectiveness.
11. Principals’ knowledge leadership and teachers’ emotional labor had significant prediction ability of school organization effectiveness, and “encouraging members to learn“ could predict school organization effectiveness most.
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