HKIER

Abstract

This cross-sectional correlation study aimed at understanding the conditions under which a principal could lead. The conceptualization of the study was built upon basic structure of contingency approaches of leadership. Both affective and continuance commitment of teachers were employed as criteria measures of principal's leadership behaviors. The main study tested nine characteristics of teacher and five types of teaching characteristics. Three interactions which contributed significantly to organizational commitments were found. All of them demonstrated that the relationship between principal's leadership behaviors and organizational commitment of teachers will be moderated in the presence of a certain characteristic in school. The results also supported Kerr's substitute theory in the setting of Hong Kong Aided Secondary Schools. For affective commitment of teachers, professional orientation was found to substitute for the supportive behavior of principals. On the other hand, teaching experience was found to neutralize the supportive behavior of principals as related to continuance commitment of teachers.

摘要

本研究建基於管理學上的權變理論，目的在嘗試探討校長領導行為與教師個人特質或教學工作特性的交互作用，對教師組織投入感的影響。統計資料來自50所香港津貼中學共306位教師。研究結果支持權變理論的信念。