[[alternative]]A Study on Relationships between Principals’ Transformational Leadership and School Effectiveness of Junior High Schools in Taoyuan County

[[abstract]]The purposes of this research were to explore the status quo and the relationship between the applications of principals’ transformational leadership and school effectiveness of junior high schools in Taoyuan County. Some recommendations for improvement were made according to the research conclusions. This study was proceeding with surveys of “principals’ transformational leadership of junior high schools” and “school effectiveness of junior high schools” as well as semi-constructed interview. 869 samples were chosen from schools in Taoyuan County. They were principals, department deans, department assistant deans, homeroom teachers and non-homeroom teachers of junior high school. Finally, 688 data were collected and were analyzed by SPSS 10.0 for Windows and the conclusions of this research were as follows: 1. The teachers of junior high schools perceived an upper level on principals’ transformational leadership and school effectiveness. 2. The teachers of junior high school had different perception of principals’ transformational leadership among different backgrounds. (1) There is a significant difference of the perception of junior high school teachers in principals’ transformational leadership between different genders. (2) There is a significant difference of the perception of junior high school teachers in principals’ transformational leadership among different ages. (3) There is a significant difference of the perception of junior high school teachers in principals’ transformational leadership among different service periods. (4) There is a significant difference of the perception of junior high school teachers in principals’ transformational leadership among different positions. (5) There is a significant difference of the perception of junior high school teachers in principals’ transformational leadership among different sizes of schools. 3. The teachers of junior high schools had different perception of school effectiveness among different backgrounds. (1) There is a significant difference of the perception of junior high schools teachers in school effectiveness between different genders. (2) There is a significant difference of the perception of junior high schools teachers in school effectiveness among different ages. (3) There is a significant difference of the perception of junior high schools teachers in school effectiveness among different service periods. (4) There is a significant difference of the perception of junior high schools teachers in school effectiveness among different positions. 4. There were positive and strongly significant correlations among all dimensions of principals’ transformational leadership and school effectiveness. 5. Principals’ transformational leadership had predicative efficacy for all the dimensions of school effectiveness. Based on the conclusions, several recommendations were made for the authorities of concerned and junior high schools’ principals. 1. Recommendations for the authorities of concerned: (1)They should hold more in-service training programs about principals’ transformational leadership. (2)They should enhance more principals’ leadership programs into principals’ selection. (3)They should encourage junior high school to offer more in-service training programs about the transformational leadership. (4)Dimensions of principals’ transformational leadership and indictors of school effectiveness should be taken into consideration for school evaluation. 2. Recommendations for school principals: (1)They should keep good communication with school teachers. (2)They should learn more about transformational leadership and apply it into practice. (3)They should run school affairs on the basis of school effectiveness. (4)They should set up the rotation system for extra administrative work and pay attention to the interaction with teachers without administrative task. (5)They should praise senior and excellent teachers and let them become the models for school teachers. (6)They should care about female teachers and back them up. (7)They should enhance the school-community relationship.