||The purpose of this study was to explore the relationship between teachers’ leadership behavior of elementary school and classroom management effectiveness. The subjects were sixth grade students of public elementary school in Kaohsiung. This study used stratified random sampling; 928 questionnaires were taken back including 895 ones valid, at a ratio of 96.44%.|
This study adopted questionnaire survey, “Teachers’ Leadership Behavior Scale” and “Classroom Management Effectiveness Scale” were used as instruments. The collected data were analyzed by t-test, One-way ANOVA, Pearson correlation, and stepwise multiple regression analysis. The conclusions of this study were as follows:
1. The present status of elementary school teachers’ leadership behavior is over the average. They perform best on “intellectual stimulation” and “active management-by-exception ” but worst on “passive management-by-exception”.
2. The present status of elementary school teachers’ performance on classroom management effectiveness is over the average. They perform best on “teaching quality” but worst on “class manners”.
3.Better performance in teachers’ leadership behavior was found for the ones who were female, 6 to 10 years of serving, and at schools with the scale under 24 classes.
4. Better performance in classroom management effectiveness was found for the ones who were female, 6 to 10 years of serving, at schools with the scale under 24 classes,and with the number of students between 21-30 in class.
5. The better is the teachers’ leadership behavior, the more outstanding is their classroom management effectiveness. There exists the strongest correlation between “individualized consideration” and “classroom atmosphere”.
6. Teachers’ leadership behavior is crucial in enhancing classroom management effectiveness. The prediction capability of “individualized care” for the whole classroom management effectiveness is the most significant.