The Study of the Relationship Between Fine Arts Teachers' Leadership Style and Students' Self-Confidence in Taiwan Elementary Schools

Date of Degree


Document Type


Degree Name

Doctor of Philosophy (PhD)




Jessica C. Kimmel


Dorothy Ettling


Mary Ruth Moore


Annette E. Craven


Teachers’ concepts and leadership styles are important for elementary school students. Through individual initiative, expertise, enthusiasm, insight, and dedication, teachers pass on to students important knowledge and skills associated with the arts disciplines. This study was designed to examine the relationship between fine arts teachers’ leadership style and students’ self-confidence in Taiwan elementary schools. The study used a mixed methodology to identify the teacher’s leadership style and the ability of the teacher to enhance students’ self-confidence. The Multifactor Leadership Questionnaire (MLQ-5X) and a modified version of the Culture Free Self-Esteem Inventory-3rd Edition (CFSEI-3) was used and provided quantitative data. The observations and the interviews provided qualitative data. The participants in this study were 10 fine arts teachers and 100 students from the regular fine arts class and the content special fine arts class of nine elementary schools in North and Central Taiwan. The response rate for this study was 100%. The Pearson product-moment correlation was used to determine the relationship among the fine arts teachers’ leadership style and students’ self-confidence. The independent samples t test was used to examine the differences between variables including teachers’ leadership styles and students’ self-confidence (self-esteem) and teachers’ genders, school locations, and the types of fine arts classes. The results of this study are as follows: 1. The fine arts teachers all demonstrated predominantly transformational leadership behaviors; however, their transactional leadership behaviors were also predominant. 2. Transactional leadership, specifically the contingent reward behavior has an influence on students’ self-confidence. The satisfaction factor was also related to students’ self-confidence. 3. The fine arts teachers’ leadership had the most influence on students’ Social aspect of self-esteem. 4. The female fine arts teachers’ leadership factors were scored significantly higher than the leadership factors of male fine arts teachers. 5. The scores for content special fine arts class teachers were higher than for regular elementary fine arts class teachers in the extra effort factor of the fine arts teachers’ leadership style. 6. The Central Taiwan students’ scores were higher than the North Taiwan students’ scores in all of the significant factors of the fine arts teachers’ leadership style. 7. The Central Taiwan students’ score of the Social aspect of self-esteem was higher than the score by the North Taiwan students.

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