A Study of the Relationship among Directors’ Centered Leadership, Teachers’ Learning Culture and Professional Commitment in Kindergardens

• Main Authors: ZHAO JIE, 趙杰
• Other Authors: LIN, HSIN-FA
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/cx23m7

博士 === 國立臺北教育大學 === 教育經營與管理學系 === 107 === The purposes of this study were to understand the current situation of Directors’ Centered Leadership, Teachers’ Learning Culture and Professional Commitment in kindergardens. To explore the differences and correlations in Directors’ Centered Leadership, Teachers’ Learning Culture and Professional Commitment of difference background in kindergardens. The adaptation and influence of the Structural Equation Model was verified. The main tool of this study was a questionnaire survey, “the investigative questionnaire of the relationship among Directors’ Centered Leadership, Teachers’ Learning Culture and Professional Commitment in Kindergardens”. The questionnaire was collected from stratified sampling . The total samples were 898 teachers , and 678 valid samples were distributed to this study of the public and private kindergardens in two cities of Liaoning province in China. The descriptive statistics, regression analysis, Pearson product moment correlation, and Structural Equation Model were used to analyze the data . According to the statistical results, the following conclusions are obtained: 1. Teachers of the kindergardens perceive that the directors have a high degree in the whole and various aspects of Centered Leadership, among which, the score of “health fitness vision” is the highest, and the score of “management knowledge and ability to create value” is the relatively lowest. 2. Teachers of the kindergardens perceive that the teachers’ learning culture has a high degree in the whole and various aspects, among which, the score of “learning innovation” is the highest, and the score of “support and trust” is the relatively lowest. 3. Teachers of the kindergardens perceive that the teachers’ professional commitment has a high degree in the whole and various aspects, among which, the score of “professional ethics” is the highest, and the score of “will to remain work” is the relatively lowest. 4. There are significant differences in directors’ centered leadership who have different ages, position, academic degree, scale of kindergarden, ages of kindergarden . 5. There are significant differences in the teachers’ learning culture who have different years of work, position, academic degree, ages of kindergarden. 6. There are significant differences in the teachers’ professional commitment who have different ages, years of work, major, position, academic degree, ages of kindergarden, location . 7. There is a significant positive correlation between the directors’ centered leadership, and teachers’ learning culture. The better the directors’ centered leadership is, the better the teachers’ learning culture. 8. There is a significant positive correlation between the directors’ centered leadership, and teachers’ professional commitment. The better the teachers’ learning culture is built, the better the teachers’ professional commitment. 9. There is a significant positive correlation between the teachers’ learning culture, and teachers’ professional commitment. The better the directors’ centered leadership is, the better the teachers’ professional commitment. 10. There is a high degree of predictability among the directors’ centered leadership, teachers’ learning culture, and teachers’ professional commitment. The “learning innovation” is with the highest predictive power. 11. The Structural Equation Model of the directors’ centered leadership, the teachers’ learning culture, and teachers’ professional commitment have good adaptability. 12. Through the teachers’ learning culture, the directors’ centered leadership will promote the teachers’ professional commitment. Teachers’ learning culture has partly mediating effect. The effect of teachers’ learning culture is a big effect. Most of all, some suggestions are provided to the directors of kindergarden, the teachers, the managements of education administration, and the teacher’s training institutions.