英文摘要 |
This study investigates the relationship between the multi-frame leadership of special education school principals and teachers’job sat-isfaction. Principals and teachers in special education play pivotal roles in supporting students with severe and multiple disabilities. Yet, current domestic research on principals’multi-frame leadership mostly focuses on exploring the impact on school effectiveness, and most of the research subjects are primary and secondary school principals. However, there is no research on the relationship between principal leadership and teacher job satisfaction in special education schools. Therefore, this study aims to investigate the current status of multi-frame leadership among special education school principals, teachers’job satisfaction, and explore the relationship between the two. Utilizing a questionnaire survey method, a sample of teachers from 21 intellectual disability special education schools in Taiwan was selected. Out of 600 distributed surveys, 515 valid responses were collected, yielding an 85% response rate. Quantitative data was analyzed using descriptive statistics, t-tests, one-way ANOVA, and linear regression. The findings indicate that teachers in special education schools perceive symbolic leadership as the most prominent aspect within the spectrum of multi-frame leadership exhibited by principals. Additionally, teachers express a moderately high level of job satisfaction. Notably, a significant relationship has been established between the multi-frame leadership demonstrated by special education school principals and teachers’job satisfaction. This research contributes to a deeper understanding of how the leadership of special education school principals impacts teachers’job satisfaction and provides recommendations beneficial for the administration of special education schools. |