The Effects of Democratic Educational Leadership upon Learning Behavior among Students: A Structural Equation Modeling Approach
In the turning point of democratic pedagogy, the relationship between democracy and learning are highly emphasized and discussed. Woods proposed a democratic educational leadership model with the principles of group belongingness, equality, substantial liberty, and freedom. Such principles promote student’s motivation towards learning and open approach to knowledge. The principles had key roles in interactive and participatory learning. This study aimed to explore structural relationships between students’ perception about democratic educational leadership and learning behavior in terms of hypothesized principles (group belongingness, equality, substantial liberty, and freedom subscales) via a structural equation modeling framework using AMOS 17.0. Literature review and questionnaire surveys were conducted to examine the effects of democratic educational leadership upon learning behavior for empirical research on democratic educational leadership theory. The 801 participants in this study were senior and vocational high school students from 13 public and private high schools in Taiwan, who were selected by stratified random sampling. The results indicated that: a) The “Democratic Educational Leadership Scale” and the “Student Learning Behavior Scale” were both reliable and valid. b) Most senior and vocational high school students had moderate perception about democratic educational leadership, with higher scores on “freedom” and lower scores on “substantial liberty.” c) Students who are male, studying in public school, residing in the northern area and metropolitan had higher perception of democratic educational leadership. d) Students’ perceptions of democratic educational leadership were the predictive indicators for learning behavior. e) Structural equation modeling found the observed data fitting well with the research model, and “equality” and “substantial liberty” both had positive effects on learning. On the other hand, “freedom” and “group belongingness” had no significant effect.
|關鍵詞||民主教育領導、結構方程模式、學生學習、democratic educational leadership、structural equation modeling、student learning|