The Relationship among Principals’ Service Leadership, Teachers’ Positive Emotions, Work Stress, and School Life Adjustment in Junior High Schools
This study aims to explore the relationships among principals’ service leadership, teachers’ positive emotions, work stress, and school life adjustment at junior high schools. The data was collected through questionnaires from 349 junior high school teachers and 33 principals in Kaohsiung and Pingtung, with an aim to explore the current situation, correlations, and directional relationships. The following findings were revealed: 1. The principals’ opinions regarding their own service leadership were better than teachers’ opinions regarding their principals’ service leadership, but both reached a high level. In teachers’ positive emotions, pleasure was higher than their flow experiences. In teachers’ work stress, role expectations led to the lowest stress. In teachers’ school life adjustment, interpersonal relationships were seen as the best. 2. Principal service leadership was positively related with positive emotions and school life adjustment, but negatively related with work stress. Additionally, the strongest correlation was between positive emotions and school life adjustment. 3. Principal service leadership positively affected positive emotions, and positive emotions positively affected school life adjustment directly or through work stress indirectly. Accordingly, principals have to enhance service leadership to promote teachers’ positive emotions and reduce their work stress, and thus help them achieve good school life adjustment.
|關鍵詞||工作壓力、正向情緒、校長服務領導、學校生活適應、work stress、positive emotions、principals’ service leadership、school life adjustment|