Suchergebnisse

My main purpose in this study was to investigate school principals' approaches to dealing with incompetent teachers and the effects of such approaches. I conducted a survey with 2,180 elementary and junior-high school principals and teachers in Taiwan. The results revealed that, besides
using active approaches of encouragement and assistance, soliciting support from senior teachers to invite incompetent teachers to join their teaching teams to improve teaching skills, and initiating a process of teaching improvement, school principals should also show tolerance with incompetent
teachers. The use of 2 approaches concurrently was found to be more effective than using just 1 approach in dealing with incompetent teachers. According to structural equation modeling, the 3 following approaches should be involved in, and may improve, the effectiveness of dealing with incompetent
teachers: minimizing the difference in principals' and teachers' attitude toward dealing with incompetent teachers; ensuring that there is fairness in the workload allocation for incompetent teachers; and increasing teachers' satisfaction with the approaches used for dealing with incompetent
teachers. Use of these approaches may also raise the morale of teachers and enhance teaching quality.

In this study 732 Taiwanese kindergarten teachers, divided into 4 regional areas: northern, central, southern, and eastern, completed a questionnaire about their work performance and how it is affected by principals' leadership behaviors. Regression and structural equation modeling
analysis showed that the use of empathetic concern by kindergarten principals had a positive effect on teachers' work performance. Although assertive orders were found to have a positive influence, the correlation with work performance was lower than that with empathetic concern. Rewards and
punishments had no significant effect on improving teachers' work performance. Emotion-based leadership in the form of showing empathetic concern could be used to improve kindergarten teachers' work performance.

Private Taiwanese kindergarten management personnel contend that it is difficult to attract students; and that they must perform better than public kindergartens to recruit and retain teachers. The focus in this study was to determine the best way to recruit and retain teachers with
superior performances. We surveyed private teachers from 23 cities and counties in Taiwan, obtaining 732 valid samples. The results show that contemporary teachers have more education, are younger, and tend to focus on urbanized job searches through formal channels, such as newspapers, network
bulletins, posters, and human resource banks. The extent of understanding the prospective job is a primary factor in predicting teachers' performance and satisfaction, which can decrease teachers' turnover intentions. Teachers recruited through formal channels had higher turnover intentions;
however, their job performances showed no significant differences compared to informal channels, which suggests that understanding a prospective job can predict teachers' performance, satisfaction, and turnover intentions. Therefore, management should design a system that can provide a clear
understanding of a prospective job.

In recent years, there has been an increase in deviant behaviors of students in Japan and Taiwan. The similarities and differences between the deviant behaviors of students in these 2 countries were investigated. A total of 516 and 476 valid questionnaires were obtained from Taiwan
and Japan, respectively, in this study. Results indicated that there were fewer deviant behaviors among students in Taiwan than in Japan. Social control, authoritative teacher discipline, and parents' laissez-faire parenting were common factors implicated in deviant behaviors of students in
both countries. The factor most frequently affecting the deviant behaviors of Japanese students was social control. For Taiwanese students authoritative teacher discipline was the factor with the greatest effect.