Abstract—School ecology is affected by the environment changes. Due to the complexity and variability of these environments, school principals must be able to adjust and change their leadership role. The purposes of this study are listed as follows:
1). to review related theories/researches, and to integrate the context of principals’ leadership roles in the organizational change based on competing values framework.
2). to investigate school staffs’ different perceptions of principals’ change leadership roles.
Besides, there were six hundred and sixty educators filling out the survey questionnaire, adopted from fifty-five vocational schools in Taiwan. Finally, valid data are analyzed with statistical test.
The main conclusions are:
1). Principals show fair performance, and the scores of “control” dimension is higher than “creation” in the importance of role and principals’ performance.
2). Lower score is shown in “innovator” dimension and “problem-solver” is emphasized most for the importance.
3). There are some differences in principals’ performance and school staffs’ expectation for principals’ leadership role.
Index Terms—Change leadership, competing values framework, leadership roles.
T. F. Cheng and S. F. Tseng are with the Department of Education, National Kaohsiung Normal University, Kaohsiung, Taiwan (e-mail: email@example.com, firstname.lastname@example.org).
H. C. Wu is with the Custody Division of Office General Affairs at Kaohsiung Medical University, Kaohsiung, Taiwan (e-mail: email@example.com).
Cite: Tsai-Feng Cheng, Shu-Fen Tseng, and Huei-Chun Wu, "A Study of Change Leadership Roles for School Principals Based on the Perspectives of Competing Values Framework," International Journal of Information and Education Technology vol. 9, no. 10, pp. 724-728, 2019.Copyright © 2019 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).