A Study on the Relationship between the Leadership Styles of Teacher and the Learning Satisfaction of Student in Elementary Schools

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Title:	A Study on the Relationship between the Leadership Styles of Teacher and the Learning Satisfaction of Student in Elementary Schools
Authors:	Lai, Liang-Ju
Contributors:	Department of Business Administration
Keywords:	Leadership Style;Learning Satisfaction
Date:	2011
Issue Date:	2011-09-30 01:51:54 (UTC+0)
Publisher:	Asia University
Abstract:	The main purpose of this study is to explore the relationship between leadership styles of elementary school teachers and the learning satisfaction of students. The research method applied in this study is questionnaire survey. The subjects were fourth, fifth, and sixth grade students of public elementary school in Taichung. The questionnaire is entitled “The Survey on the relationship between leadership styles of teachers and the learning satisfaction of students in elementary schools.” The questionnaires were handed out to 320 students, and 300 were valid responses, at a ratio of 93.75%. The collected data were analyzed by descriptive statistics, mean, standard deviation, One-way ANOVA and Scheff? post hoc comparison method. The results of the study were as follows: 1. The elementary school students’ perception on the leadership style of teachers was fairly good; the score of “consideration” is higher than that of “initiation”. 2. The elementary school students’ learning satisfaction was good; and “teaching method and professional competence of teachers” got the highest score, while “learning efficiency” got the lowest. 3. There was a significant difference among gender on learning satisfaction; boys were higher than girls. 4. There was a significant difference among various grades on the perception of learning satisfaction. Students of 4th grade had higher satisfaction of “curriculum and course design” than students of 6th grade; students of 4th grade had higher satisfaction of “learning environment” than students of 5th and 6th grade. 5. In terms of leadership styles of teachers, the highest percentage of teachers was in “high initiating and high consideration” , followed, in order, by “low initiating and high consideration” , “low initiating and low consideration”, and “high initiating and low consideration” . 6. There was a significant difference for students’ learning satisfaction among various leadership styles of teachers. According to the results of the study, some suggestions were proposed for educational administration, elementary schools, teachers, and academicians for further studies.
Appears in Collections:	[Department of Business Administration] Theses & dissertations

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