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The Relationship Between Principals' Leadership Style and Teachers' Professional Zone of Acceptance in Junior High Schools of Taipei, the Republic of China.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Relationship Between Principals' Leadership Style and Teachers' Professional Zone of Acceptance in Junior High Schools of Taipei, the Republic of China./
作者:	Tseng, Tsahn-Deng.
面頁冊數:	1 online resource (167 pages)
附註:	Source: Dissertations Abstracts International, Volume: 46-07, Section: A.
Contained By:	Dissertations Abstracts International46-07A.
標題:	Educational administration. -
電子資源:	click for full text (PQDT)
ISBN:	9798205716581

The Relationship Between Principals' Leadership Style and Teachers' Professional Zone of Acceptance in Junior High Schools of Taipei, the Republic of China.
Tseng, Tsahn-Deng.

The Relationship Between Principals' Leadership Style and Teachers' Professional Zone of Acceptance in Junior High Schools of Taipei, the Republic of China. - 1 online resource (167 pages)

Source: Dissertations Abstracts International, Volume: 46-07, Section: A.

Thesis (Dr.Ed.)--University of Northern Colorado, 1985.

Includes bibliographical references

Purpose. The primary purpose of this study was to investigate the relationships between teachers' perceptions of principals' leadership style and perceptions of their professional zone of acceptance in public junior high schools of Taipei, the Republic of China. The second purpose was to determine relationships between the teachers' professional zone of acceptance and the following variables: sex, age, level of education, and total years of teaching experience. The third purpose was to compare the width of the professional zone of acceptance of teachers who do not occupy an administrative position and teachers who also occupy an administrative position in public junior high schools of Taipei, the Republic of China. Methods. The sample included 580 teachers from 58 public junior high schools of Taipei, the Republic of China. Five hundred fifty-six teachers' data were usable to analyze the results. The Chinese version of Leader Behavior Description Questionnaire (LBDQ) was used to assess principals' leadership style. The Chinese version of Professional Zone of Acceptance Inventory (PZAI) was used to determine teachers' willingness to comply with decisions made within the professional discretion by their principal. The Statistical Analysis System (SAS) was used to analyze the data. Analysis of variance, the Scheffe multiple comparison, correlation, partial correlation, and independent t test techniques were used to test the hypotheses of this study. Hypotheses were accepted at the .05 level. Principals were placed, according to their teachers' responses, into one of the four possible quadrants, and the corresponding mean scores for teachers on the PZAI were compared. Findings. (1) Principals with a leadership style that is strong in Initiating Structure and high in Consideration have the widest professional zone of acceptance of teachers. (2) Principals with a leadership style that is weak in Initiating Structure and low in Consideration have the narrowest professional zone of acceptance of teachers. (3) Initiating Structure leadership behavior is not really more strongly related to teachers' professional zone of acceptance than is Consideration behavior. (4) There are significant positive relationships between the teachers' professional zone of acceptance and teachers' sex, age, level of education, and total years of teaching experience. (5) The professional zone of acceptance of teachers who also occupy an administrative position is significantly higher than that of teachers who do not occupy an administrative position.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798205716581Subjects--Topical Terms:

1148465
Educational administration.
Index Terms--Genre/Form:

554714
Electronic books.

The Relationship Between Principals' Leadership Style and Teachers' Professional Zone of Acceptance in Junior High Schools of Taipei, the Republic of China.
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502 $a Thesis (Dr.Ed.)--University of Northern Colorado, 1985.
504 $a Includes bibliographical references
520 $a Purpose. The primary purpose of this study was to investigate the relationships between teachers' perceptions of principals' leadership style and perceptions of their professional zone of acceptance in public junior high schools of Taipei, the Republic of China. The second purpose was to determine relationships between the teachers' professional zone of acceptance and the following variables: sex, age, level of education, and total years of teaching experience. The third purpose was to compare the width of the professional zone of acceptance of teachers who do not occupy an administrative position and teachers who also occupy an administrative position in public junior high schools of Taipei, the Republic of China. Methods. The sample included 580 teachers from 58 public junior high schools of Taipei, the Republic of China. Five hundred fifty-six teachers' data were usable to analyze the results. The Chinese version of Leader Behavior Description Questionnaire (LBDQ) was used to assess principals' leadership style. The Chinese version of Professional Zone of Acceptance Inventory (PZAI) was used to determine teachers' willingness to comply with decisions made within the professional discretion by their principal. The Statistical Analysis System (SAS) was used to analyze the data. Analysis of variance, the Scheffe multiple comparison, correlation, partial correlation, and independent t test techniques were used to test the hypotheses of this study. Hypotheses were accepted at the .05 level. Principals were placed, according to their teachers' responses, into one of the four possible quadrants, and the corresponding mean scores for teachers on the PZAI were compared. Findings. (1) Principals with a leadership style that is strong in Initiating Structure and high in Consideration have the widest professional zone of acceptance of teachers. (2) Principals with a leadership style that is weak in Initiating Structure and low in Consideration have the narrowest professional zone of acceptance of teachers. (3) Initiating Structure leadership behavior is not really more strongly related to teachers' professional zone of acceptance than is Consideration behavior. (4) There are significant positive relationships between the teachers' professional zone of acceptance and teachers' sex, age, level of education, and total years of teaching experience. (5) The professional zone of acceptance of teachers who also occupy an administrative position is significantly higher than that of teachers who do not occupy an administrative position.
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