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170116s1993 miu esm 000 0 eng d |
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|cgift (hbk)
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|aUMI|beng|cTMUE|dTMUE|eaacr
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1
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|aeng
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| 082 |
4
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|a370|bL735
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| 100 |
1
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|aLin, Tien-yu.
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10
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|aTeacher perceptions of the ideal and actual human relations behaviors of elementary school principals in the Western New York area|cby Tien-yu Lin.
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|a Buffalo, N.Y :|bState University of New York at Buffalo,|c1993.
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|a246 p ;|b30cm
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|aSource: Dissertation Abstracts International, Volume: 54-09, Section: A, page: 3282.
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|aThesis (Ph.D.)--State University of New York at Buffalo, 1993.
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|aBibliography : p225-246
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|aThe purpose of this study was to compare teachers' perceptions regarding the actual and ideal human relations behaviors of elementary school principals. The four areas of the principal's human relations behaviors analyzed were: motivation, morale, high expectations, and informal organizations.
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|aThe primary research method chosen to conduct this study was through the surveying of teachers. Interviews with principals were also conducted in order to contrast teachers' views. The instrument, Teacher Perceptions of the Principal's Actual and Ideal Human Relations Behaviors Questionnaire developed by the researcher, was used to measure the teachers' views of their principals' actual and ideal human relations behaviors. The survey sample included 220 teachers in seven public elementary schools within two school districts randomly selected from the Western New York area. Principals of the seven schools were also interviewed. Descriptive statistics, one-way analysis of variance, and t-test were employed to analyze the survey data. The results of this analysis along with information about principal interviews were used to determine whether significant differences exist between how human relations behaviors are actually practiced by principals and how such behaviors should be practiced under ideal circumstances.
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|aFindings of this study show that: (1) human relations has substantial impacts on elementary school teachers and principals; (2) while principals think they are active in demonstrating human relations behaviors, teachers expected them to be more active in doing this; (3) male teachers expected principals to practice human relations behaviors more frequently than female teachers did; (4) the medium experience teachers expected principals to demonstrate human relations behaviors more frequently than the lower experience teachers did; (5) teachers expected the more experienced principals to demonstrate human relations behaviors more frequently than the less experienced principals; (6) different age groups of teachers perceived the same degree of discrepancy between principals' actual and ideal human relations behaviors; and (7) white and non-white teachers perceived the same degree of discrepancy between principals' actual and ideal human relations behaviors.
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0
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|aEducation, Administration.
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2
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|aState University of New York at Buffalo.
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|tDissertation Abstracts International|g54-09A.
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40
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|uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9404834|z連結全文
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