The Study of Relationship between Principal Leadership Habits and Principal Self-Efficacy in Taiwan Elementary School

本研究旨在瞭解國民小學校長領導習慣與校長自我效能感之關係。首先，進行文獻探討，做為本研究之理論架構基礎；接著，進行問卷調查法，研究對象為臺灣地區國民小學校長，共發出400份電子問卷，有效問卷計230份，可用率達57.50%，問卷回收後以描述性統計、t考驗、單因子變異數分析、Pearson積差相關、多元迴歸分析等統計方式進行研究。最後，依據研究結果進行討論與建議。研究發現如下： 一、 國民小學校長領導習慣與校長自我效能感之現況 國民小學校長領導習慣表現為中高，其中以主動積極得分最高；國民小學校長自我效能感表現為中高，其中以學校環境得分最高。 二、 不同背景變項在國民小學校長領導習慣與校長自我效能感之差異情形 校長服務的學校規模在國民小學校長領導習慣上有顯著差異；校長服務的學校區域、學校規模在國民小學校長自我效能感上有顯著差異。 三、 國民小學校長領導習慣對校長自我效能感之相關情形 整體國民小學校長領導習慣對整體校長自我效能感間高度正相關；國民小學校長領導習慣與校長自我效能感間各分向度相關係數均達顯著水準，其中以知彼解己與國民小學校長自我效能感總量表之相關程度最高。 四、 國民小學校長領導習慣對校長自我效能感的預測情形 國民小學校長領導習慣之知彼解己、統合綜效、主動積極及雙贏思維對整體校長自我效能感有顯著的預測力。 最後，本研究根據研究結果發現，提出相關建議，俾供教育行政機關、國民小學校長及後續研究參考。This study aims at discussing the relationship between principal leadership habits and principal self-efficacy in Taiwan elementary school. During the first stage of this study, the research was preceded with literature review, in order to construct a theory basis for this study. The research adopts the on-line survey. During the second stage, data were collected from 400 elementary school principals in Taiwan, and 230 of which are valid. That is, the percentage of availability is around 57.50%. The collected data is analyzed through the statistical method of descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation coefficient and multiple regression analysis. The findings of the study are as follows: 1. Status of elementary school principal leadership habits and principal self-efficacy Principals in Taiwan elementary schools have high-medium performance on principal leadership habits, and the highest scoring is in the “Be proactivity” category. Principals in Taiwan elementary schools have high-medium performance on principal self-efficacy, and the highest scoring is in the “School environment” category. 2. Different context variables in elementary school principal leadership habits and principal self-efficacy There are significant differences in the size of the school principal service on elementary school principal leadership habits; there are significant differences in school area and the size of the school principal service on elementary school principal self-efficacy. 3. Relation between elementary school principal leadership habits and principal self-efficacy Overall results show that there is a high relation between the principal leadership habits and principal self-efficacy, the correlation between each variable can be defined as significant, with the highest scoring in “Seek first to understand, then to be understood” and scale of elementary school principal self-efficacy. 4. Prediction of principal self-efficacy by way of elementary school principal leadership habits “Seek first to understand, then to be understood”, “Synergize”, “Be proactivity” and “Think win-win” have significance in predicting principal self-efficacy. According to the above conclutions, the research is to provide some suggestions as future references for the institutions of education administion and principals of elementary school