頁籤選單縮合
題 名 | President Leadership Orientation and Teacher Job Satisfaction:A Study of Taiwanese Junior Colleges |
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作 者 | 江金山; | 書刊名 | 建國學報 |
卷 期 | 16 1997.06[民86.06] |
頁 次 | 頁205-220 |
分類號 | 525.71 |
關鍵詞 | |
語 文 | 英文(English) |
英文摘要 | This study investigated the relationship between the leadership style of junior college presidents and teacher job satisfaction. Leadership style is defined in terms of Bolman and Deal's (1991) four leadership perspectives or frames (structural, human resource, political, symbolic). Teacher job satisfaction is investigated from the perspective of Smith, Kendall, and Hulin's (1969, 1985) Job Description Index (JDI), which defines job satisfaction in terms of general job satisfaction and satisfaction with five specific facets: the job itself, pay, promotion, supervision, and coworkers. Two survey questionnaires provided usable demographic, job satisfaction, and leadership style data from 24 junior college presidents and 403 full-time teachers. The study concluded that: 1) The number of frames used by the president is a significant predictor of general job satisfaction. Teachers who perceived their presidents as using none of the four frames are the least satisfied. Teachers who perceived their presidents as using all four frames are the most satisfied. 2) Taiwanese presidents may be realistically aware of their abilities or they may be conservative; therefore, their self-reports are congruent with assessments made by professors of their colleges. 3) Presidents' age, job tenure, school size, and school status are not significant predictors of leadership frames used. 4) School size is a significant predictor of satisfaction with teaching, school environment, administration or supervision, reward system, and promotion. 5) Gender is a significant predictor of satisfaction with teaching and promotion. 6) Academic rank is a good predictor of satisfaction with teaching, administration or supervision, rewards, and promotion. 7) Administrative job is a predictor of satisfaction with administration or supervision. 8) Age is a significant predictor of satisfaction with school environment and administration or supervision. 9) Tenure is a significant predictor of satisfaction with administration or supervision. 10) Level of education is not a significant pedictor of satisfaction with teaching, reward system, promotion, supervision or administration, and school environment. |
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