| Summary: | 博士 === 國立臺北教育大學 === 教育經營與管理學系 === 105 === The purposes of this study are to explore the current situations of principals’ self-leadership habits, team leadership abilities and students’ character at elementary schools in New Taipei City. The suggestions are given according to the results of this study.
First, the research began with the literature review to construct a theoretical basis for this study. Second, collected data were from 821 elementary school administrators in New Taipei City. The results of the survey are analyzed and compared with previous research. Finally, the results are discussed and the recommendations are made for future study. The main findings are as follow:
1.The current status and contents of principals’ self-leadership habits, team leadership abilities and students’ character in elementary schools.
(1) The current status of the principals’ self-leadership habits in elementary schools
work well, especially in the dimension of “self-renewal”.
(2) The current status of the teamwork abilities in elementary schools work well,
especially in the dimension of “think win-win”.
(3) The current status of the teachers' professional development in elementary schools
works well, especially in the dimension of “cooperation”.
2.Different background variable analysis in principals’ self-leadership habits, team
leadership abilities and students’ character.
(1) The aspect of different background variables in principals’ self-leadership habits:
significance is shown in the variables of gender, academic background, seniority,
school size, and school history; no difference is demonstrated in age and position
in the school.
(2) The aspect of different background variables in team leadership abilities:
significance is shown in the variables of gender and school size; no difference is
demonstrated in age, academic background, seniority, position in school, and
school’s history.
(3) The aspect of different background variables in the students’ character：significance is shown in the variables of gender；no difference is demonstrated in age, academic background, seniority, position in the school, school size, and school history.
3.The relation among the principals’ self-leadership habits, team leadership abilities, and students’ character.
(1) Overall results show that there is a positive connection between the principals’ self-
leadership habits and team leadership. The correlation between each variable is
averagely significant with the highest score in “the principals’ self-leadership habits scale“ and “think win-win“.
(2) Overall results show that there is a positive connection between the principles’ self-
leadership habits and students’ character. The correlation between each variable is
averagely significant with the highest score in “the principals’ self-leadership habits scale“ and “cooperation“.
(3)Overall results show that there is a positive connection between the team leadership
abilities. The correlation between each variable is averagely significant with the
highest score in “team leadership abilities“.
4.Prediction of principals’ self-leadership habits, team leadership abilities, and students’
character.
(1) “Begin with the end in mind“ and “Sharpen the saw“ in principle’s self-leadership
habits have significance in predicting students’ character.
(2) The details of team leadership abilities contained “Synergize“, “Organization
renewing“ and “Think win-win“ have significance in predicting students’ character.
In conclusion, based on the findings and results, suggestions are provided for educational administrative institutions, the principals of elementary schools and future study.
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