The Effect of Principals' Social Justice Leadership on Teachers' Academic Optimism in Taiwan

• In Event: 63.026 - Dispositions of School Leaders: Impact on School Climate

Abstract

This study examined teacher perceptions of principals’ social justice leadership and its effect on school academic optimism in Taiwan. A total of 1470 elementary and secondary schools teachers were surveyed. With the results of comparison group in Structural Equation Modeling (SEM), the this study found that principals’ social justice leadership had a positive effect on teachers’ academic optimism, but the coefficient was higher for the teachers who served as directors or chiefs in schools than the teachers who only served as homeroom teachers or subject teachers in schools. Teachers with different positions in schools had different interaction with their principals, and principals’ differential management influenced teachers’ academic optimism in Taiwan.

Authors

• Feng-I Feng, ChiNan University Taiwan

• Weilin Chen, University of Iowa