The Relationship Between Emotionally Intelligent Leadership Of The Residents And School Organizational Climate, And School Effectiveness, And Teacher Organizational Citizenship Behavior Of The Principles In Junior High School In Taitung County
| Autor: | Liu Chen-chen, 劉蓁蓁 |
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| Rok vydání: | 2012 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 100 This study aimed to explore, in junior high schools, the relationship between emotionally intelligent leadership of the presidents and school organizational climate, and school effectiveness, and teacher organizational citizenship behavior. The subject of this study was tutors at secondary school in Taitung County. This study was based upon stratified random samplings from nine schools, and 340 questionnaires were issued. After descriptive statistics, t-test, ANOVA analysis, multiple regression analysis and other statistical methods for analysis and processing, we had the following conclusions. 1. Junior high school teachers in Taitung County shared above-medium-level recognition in principle emotionally intelligent leadership behavior. 2. Teachers in junior high schools in Taitung County rated below-medium-level in the school organizational climate. 3. Teachers gave lower evaluation to “schools' administrative efficiency.” And teachers gave positive recognition to “teachers’ professional quality,” especially male teachers had stronger and more powerful feelings towards principal emotionally intelligent leadership. 4. Teachers’ perception of organizational citizenship behavior was in the degree. 5. Both principal emotionally intelligent leadership behavior and four institutions in school organizational climate had a significant predictive power to the performance of administrative performance. The first was "teachers’ input and close relationship" in school organizational climate, followed by "principals’ directions" in school organizational climate, the third the principal emotionally intelligent leadership behavior. 6. Both principal emotionally intelligent leadership behavior and four institutions in school organizational climate had a significant predictive power to teachers’ professional quality, in which "teachers’ input and close relationship" was the highest, followed by the principal emotionally intelligent leadership behavior. 7. Both principal emotionally intelligent leadership behavior and four institutions in school organizational climate did not show that predictive power to students’ learning efficiency and community identity. 8. "Principals’ support" showed stronger predictive power to students’ learning efficiency and community identity. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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