A Study of the Relationship Between Principals’ Story-Leadership and Teacher’s School Identification in the Elementary Schools of Taoyuan City

• Main Authors: Yu-Lin Ho, 何玉琳
• Other Authors: Yao-Sheng Lin
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/22783263942255690038

碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 104 === The purpose of this study was to explore the relationship among elementary school principal’s story-leadership and teacher’s school identification in Taoyuan City. A questionnaire survey was using in this study. The survey sampled Taoyuan City elementary school teachers. Stratified random sampling, 650 copies of questionnaire were distributed. The overall response rate was 94%, the effective response rate was 90.6%. Data was analyzed using the methods of descriptive statistics, one way ANOVA, Pearson’s product-moment correlation and multiple regression analysis. The main conclusions made up from the research are as follow: 1. Elementary school teachers in Taoyuan City agree that principals use the story-leadership well, all levels of the story-leadership agreed. 2. There were significant differences in principal’s story-leadership, due to years of service, part-time administrative positions seniority, school size and years of service of the principal. 3. Elementary school teachers in Taoyuan City agree that a teacher’s school identification are well, all levels of the teacher’s school identification agreed. 4. There were significant differences in teacher’s school identification, due to position, years of service, part-time administrative positions seniority and years of service of the principal. 5. The principal’s story-leadership and teacher’s school identification in the elementary schools of Taoyuan city have a positive relationship. 6. The principal’s story-leadership and teacher’s school identification in the elementary schools of Taoyuan city have a forward prediction relationship, especially in "strengthening the intrinsic value," initiated action ", the most predictive power have the most prediction relationship. Finally, the conclusions of this study are to make recommendations for elementary school principals, educational administration and future researchers. Key words：story-leadership, principals’ story-leadership, teacher’s school identification