A Comparison of Mediation Models of Principal Total Leadership on School Effectiveness in Primary and Secondary Schools
This study aimed to compare the mediation models of principal total leadership on school effectiveness among primary and secondary schools. There were two possible mediation variables, school culture, and teacher commitment. In addition, it explored the difference between the principal’s self-evaluation and the teachers’ evaluation of their principal’s total leadership. A questionnaire survey was conducted that involved 862 teachers and 90 principals in Kaohsiung (282 teachers and 30 principals in primary schools; 282 teachers and 30 principals in junior high schools; 298 teachers and 30 principals in senior high schools). Mean difference analysis revealed the current status of principal total leadership, school culture, teacher commitment, and school effectiveness was each above average. Principals’ self-evaluation was above the teacher’s evaluation in principal total leadership. Notably, hierarchical regression revealed the educational stage was predictive significantly. And those who were male, younger, in the private school, in the primary or senior high school perceived higher principal total leadership, school culture, teacher commitment, and school effectiveness. Moreover, structural equational modeling revealed that the principal total leadership could positively predict school effectiveness through the complete mediation of school culture and teacher commitment. However, the model of primary schools had an extra special complete mediation path of school culture. Based on the findings, recommendations were offered as references.
|關鍵詞||中小學、校長完全領導、教師承諾、學校文化、學校效能、primary and secondary schools、principal total leadership、teacher commitment、school culture、school effectiveness|