HKIER

摘要

N.A.

Abstract

This study investigated how Form one teacher leadership behaviour and use of power affect classroom climate of form one students. Class teachers and students of 111 Form one classes of 46 aided schools filled in teacher questionnaire and student questionnaire respectively. Teacher questionnaire enquired about (1) leading behaviour (2) power used. Student questionnaire enquired about (1) power of teachers (2) perceived leading behaviour of teachers (3) academic achievement (4) learning satisfaction (5) learning difficulty (6) learning motivation (7) attribution on academic failure (8)classroom climate. The reliability coefficients of sub-scales range from 0.57 to 0.92. It was found that teachers had two kinds of leading behaviour: (1) initiation structure (2) consideration. Teacher use three kinds of power: (1) referent power (2) expert power (3) legetimate power. Students perceived teachers to have two kinds of leading behaviour: (1) initiation structure (2) consideration. Students considered teachers to have three kinds of power: (1) expert power (2) coercion power (3) reward and referent power. The classroom climate of students was composed of three elements. (1) concentration (2) affilation (3) achievement.

From the analysis of results, the following relationship was found: (1) leading behaviour of teachers is positively related to classroom climate. (2) Leading behaviour of teachers is related to leading behaviour perceived by students. (3) Leading behaviour of teachers is positively related to his power. (4) The power used by teachers is not related to leading behaviour perceived by students. (5) The power used by teachers is not related to his power. (6) The power of teachers is related to leading behaviour perceived by students. (7) The power of teachers is related to classroom climate. (8) The leading behaviour perceived by students is related to classroom climate. (9) Only consideration of teachers had direct effect on classroom climate. (10) Consideration of teachers also affected classroom through expert power, reward and referent power, consideration perceived, learning satisfaction. (11) The effect of consideration on classroom climate was modified by learning motivation and learning difficult. Learning motivation had positive impact, while learning difficulty had negative impact.