| Summary: | 碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 106 === The purpose of this study was to investigate the relationship between the story-leadership of elementary school classroom teachers in Taipei City and classroom management effectiveness. The method of questionnaire was employed, taking the classroom teachers of 143 public elementary schools in Taipei City as the research subjects. Through the Sample Size Calculator, it was found that the number of research samples must at least not be less than 349. Data-collection was carried out in accordance with stratified sampling, with a total of 465 teacher questionnaires recovered; the usability rate was 94%, and a statistical analysis was performed on 438 questionnaires. The data were processed and analyzed using the research methods of descriptive statistical analysis, single factor analysis of variance, correlation analysis, and simple regression analysis. The main conclusions of this study are as follows:
1.The opportunities for elementary school classroom teachers in Taipei City in exercising story leadership in its various dimensions were high, with “belief transmission” being the most important.
2.The level of perception of elementary school classroom teachers in Taipei City of classroom management effectiveness was high, with that in “coping with rule-breaking behaviors” being the most important.
3.There would be significant differences in story leadership in belief transmission of elementary school classroom teachers due to different ages, teacher training, years serving as classroom teachers.
4.There would be significant differences in the classroom management effectiveness of elementary school classroom teachers in Taipei City despite different levels they were teaching,with “grade 1-2” being higher than “grade 5-6”
5.There was a positive correlation between the story leadership of elementary school classroom teachers in Taipei City and classroom management effectiveness. The more opportunities in story leadership,the better level of classroom management effectiveness.
6.There was a positive predictive relationship between the story leadership of elementary school classroom teachers in Taipei City and classroom management effectiveness, with “collaboration in action” being the most important.
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