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A Study of Empowering Leadership and Teacher Leadership in Remote Junior High Schools in Nantou County
Hui-Ling Wendy Pan
The main purposes of this study were to investigate the current situation of Empowering Leadership and Teacher Leadership in remote junior high schools in Nantou County, and to explore the relationship between these two factors. This study adopted two-stage mixed methods to collect both quantitative and qualitative data. There were 156 subjects randomly sampled from 9 remote junior high schools in Nantou County, and 134 effective questionnaires were collected. Descriptive statistics, one-way ANOVA, Pearson product-moment correlation, and multiple regression were used in data analysis. Two sample schools who were recruited from the subjects of questionnaires were interviewed. The findings of this study were summarized as follows: 1.Teachers’ perceptions of empowering leadership and teacher leadership was intermediate to higher-intermediate. 2.There was a significant difference in teachers’ perceptions of empowering leadership due to the differences in the participants’ age and in school size. 3.There was a significant difference in teachers’ perceptions of teacher leadership due to the differences in present job position. 4.In the category of Participant’s Background, “Age” and “Seniority” had a predicative value in the performance in teacher leadership and “Colleagues” aspect in teacher leadership. 5.In the category of empowering leadership, “Participation in Management”, “Goal Setting”, and “Job Enrichment” had a predicative value in the performance in teacher leadership and “Class” aspect in teacher leadership . 6.In the category of empowering leadership, “Participation in Management” and “Job Enrichment” had a predicative value in the performance in the “Colleagues” and the “School” aspect in teacher leadership. 7.In the category of Participant’s Background, “Age”, “Seniority”, and “Present Job Position” had a predicative value in the performance in the “School” aspect in teacher leadership. 8.There was a significant difference in the performance in teacher leadership between schools with the high results in the perceptions of empowering leadership and those with the low results. 9.Empowerment and communication strategies adopted by principals were critical in the “School” aspect in teacher leadership. Based on the research findings, suggestions were offered for authorities of educational administration, junior high schools in remote areas, and future research. 1.Suggestions for the administrative institutions of education: (1)Allocating founding to junior high schools in remote areas, community resources could be taken into consideration. (2)Teachers could be provided with an opportunity to express their opinions on principal candidates. (3)Supportive mechanism could be strengthened for novice principals to enhance competitiveness of junior high schools in remote areas. (4)Supportive measures could be established for junior high schools in remote areas to facilitate the administration. 2.Suggestions for junior high schools in remote areas: (1)Suggestions for administrative departments a. Administrative staff and teachers could establish mutual cooperation relationships. b. Principals could enhance teachers’ recognition of their school, encourage teachers to participate in school affairs, and promote the performance in teacher leadership. c. Principals could try to explore teacher's versatility and help reduce the workload of teachers. d. Strategic alliance could be established between schools to shape professional learning community. (2)Suggestions for teachers a. Teachers could be more involved in school affairs. b. Teachers could exert their influence to encourage a professional interaction among colleagues. c. Teachers could develop versatility to assist school in school affairs. d. Teachers could have the courage to put forward student-centered proposals. 3.Suggestions for future studies: a.Topics: Intervening variables in empowering leadership and Teacher Leadership, such as “Organizational Atmosphere in School”, could be added, in order for the clarification of the interaction among the variables. b. Subjects: The junior high school teachers in non-remote areas could be included as subjects, in order for a comparison with the results of this study.
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