A Study of Presidential Leadership Style and Teacher Job Satisfaction in Institutes of Technology in Taiwan
Date of Degree
Doctor of Philosophy (PhD)
Richard L. Henderson
Joseph W. Eyles
The purpose of this research was to explore the possible relationship between presidential leadership style and teacher job satisfaction in 11 private institutes of technology, schools of higher technological and vocational education, in the south of Taiwan by conducting surveys. The survey instruments included the President Leadership Behavior Questionnaire, which was utilized to measure perceived presidential leadership styles, and the Teacher Job Satisfaction Questionnaire, which was employed to measure teacher job satisfaction. In this research, presidential leadership styles and teachers’ demographics served as the independent variables, and teacher job satisfaction served as the dependent variable. Four types of presidential leadership styles were produced according to different intensities of the combination of consideration behavior and initiating structure behavior, and teachers’ demographics which included gender, age, marital status, years of teaching at the institute, level of education, teaching title, monthly salary, and participation in administrative duties. Teacher job satisfaction consisted of the dimensions of work, school environment, supervision, pay, and promotion. Survey instruments were randomly distributed to 660 teachers who were employed at the institute for at least one year. Of these surveys, 440 survey instruments were returned and 406 were valid. Descriptive and inferential statistical techniques, including means, frequencies, percentages, Cronbach alpha, standard deviations, one-way ANOVA, two-factor ANOVA, Scheffe’s test, Pearson product-moment correlation coefficient, and regression were used for analyses in this research by using SPSS. The results reported that the presidential leadership styles of high consideration and high initiating structure are related to high teacher job satisfaction. Correlation coefficients between the presidential behaviors and different dimensions of teacher job satisfaction ranged from .427 to .810, and showed that these variables were positively correlated. In addition, there were significant differences in total teacher job satisfaction and different dimensions of teacher job satisfaction based on different presidential leadership styles. Significant mean differences resulted from combinations of presidential leadership styles and the teacher’s gender, age, number of years of teaching at the institute, level of education, or teaching title on total teacher job satisfaction. The significant differences existed in total teacher job satisfaction and different dimensions of teacher job satisfaction based on the different teacher’s gender, age, level of education, teaching title and monthly salary; on the other hand, the significant difference existed in some dimensions of teacher job satisfaction based on the different teacher’s marital status, number of years of teaching at the institute, and participation in administrative duties.
Wu, Ming-Tsang, "A Study of Presidential Leadership Style and Teacher Job Satisfaction in Institutes of Technology in Taiwan" (2003). Theses & Dissertations. 106.