A Study of the Relationship between School Transformational Leadership and Teachers? Organizational Commitment in Elementary and Secondary Schools
This study investigated the characteristics and the relationship between school transforma- tional leadership (STL) and teachers? organizational commitment (TOC) based on a survey of 2 196 elementary and secondary school teachers. The results indicate that： (1) the overall performance of STL and TOC were at the middle and upper level， but their dimensions varied at different levels; (2) the dimensions and totalaverage of STL andTOC showed significant differences under the factors of the school location and school stage， with urban schools and elementary schools performing better than rural schools and secondary schools； (3) all dimensions of STL and its total average were signiticantly and positively correlated to all dimensions of TOC and its total average， and STL was a signiticantly positive predictor of TOC； (4) the visionary inspiration and intellectual stimulation dimensions of STL had greater contribution， while the charisma influence and individualized consideration dimensions of STLhad smaller influence on TOC. Therefore， this paper concludes that STL s the theoretical fulcrum and key power which can improve the performance of TOC， and future studies should adopt the relational thinking of them to enrich relevant theories and further explore practical approaches to increasing TOC from the aspects of subjective cogni- tton， objective condition， subject behavior and culture reshaping.
|關鍵詞||学校变革型领导、教师组织承诺、愿景激励、智慧激发、school transformational leadership、teachers’ organizational commitment、study of rela-ttonship、elementary and secondary School、CSSCI|