The main purpose of this study was to investigate the relationship among preferred and perceived leadership, their congruence and satisfaction with leadership. The second purpose was to investigate the differences among the offensive, the defensive and the mid-field players of soccer teams in preferred leadership, perceived leadership and satisfaction with leadership. The five leader behaviors which were measured were: training and instruction, social support, positive feedback, democratic behavior, and autocratic behavior. The four aspects of leadership satisfaction, which were measured, were: individual performance satisfaction, team performance satisfaction, training and instruction satisfaction, and personal treatment satisfaction. The subjects of the study were 138 male university soccer players 7 of 9 universities in Ankara Region of Turkey. The athletes consisted of 38 offensive players, 49 defensive players, and 51 mid-field players. Data was collected through Leadership Scale for Sport (LSS) preference version and perception version, and Athlete Satisfaction Questionnaire (ASQ). The study employed hierarchical regression procedures to test the congruence hypothesis derived from the multidimensional model of leadership. Results indicated athlete satisfaction was not dependent on the congruence between preferred and perceived leadership behavior. Additionally, results showed that there were no differences among the offensive, defensive, and mid-field players in preferred leadership, perceived leadership, and satisfaction with leadership. Further research is needed with the multidimensional theory of leadership in varying sport groups and with greater number of participants to identify other situational and behavioral factors associated with athletic performance.

Abstract The purpose of this study is to understand the relationship between Principals¡¦ Leadership Behavior and teachers¡¦ organizational citizenship behavior in Pingtung junior high schools. Teachers¡¦ background variables and school environment variables were also analyzed to interpret the teachers' awareness of their principals¡¦ leadership behavior and their own organizational citizenship behavior. The researcher used ¡§Questionnaire of Junior High School Principals¡¦ Leadership Behavior¡¨ and ¡§Teachers¡¦ Organizational Citizenship Behavior Scales¡¨ to survey 402 teachers within 35 junior high schools in Pingtung County. The study adopted mean, standard deviation, t-test, analysis of variance, Pearson cross-product correlation, and stepwise multiple regression to answer the research questions. The findings of this study are as follows¡G 1. The principals¡¦ leadership behaviors perceived by the junior high school teachers are above average,and initiating behavior is higher than consideration behavior in pingtung county. 2. Junior high school teachers of different ¡§marital status¡¨,¡¨ years of service¡¨,¡¨ positions¡¨, ¡§school size¡¨ and ¡§school location¡¨ shows significant difference in their perception of principals¡¦ leadership behavior in pingtung county. 3. Teachers¡¦ organizational citizenship behavior of junior high school teachers in Pingtung county are above average, and the¡¨ sportsmanship¡¨ get the highest score. 4 .Junior high school teachers of different ¡§marital status¡¨ , ¡§years of service¡¨, ¡§educational degree ¡§,¡§positions¡¨,¡¨ school scale¡¨ and ¡§school location¡¨ have shows significant difference in the performance of organizational citizenship behavior. in Pingtung county. 5. Junior high school Teachers perceived their principals¡¦ different leadership styles shows significant difference in teachers¡¦ organizational citizenship behavior in Pingtung County. 6. Junior high school principals¡¦ leadership behavior is positively related to teachers¡¦ organizational citizenship behavior in Pingtung County. 7. Junior high school principals¡¦ leadership behavior and school location can predict teachers¡¦ organizational citizenship behavior in Pingtung County. Keywords: Principals¡¦ Leadership Behavior, Teachers¡¦ Organizational Citizenship Behavior

There were 866 valid questionnaires from 970 released ones to primary school teachers in 84 Municipal Primary Schools in Kaohsiung, and the results are given below. 1. Part of the aspect of the principals¡¦ leadership behavior, teachers¡¦ job involvement and organization commitment would show significant difference because of different demographic variables. 2. There shows a significant positive correlation between the consideration behavior of the principals¡¦ leadership behavior and the teachers¡¦ job enjoyment, concentration and preparation aspects in their job involvement. 3. There shows a significant positive correlation between the initiation of structure of the principals¡¦ leadership behavior and the teachers¡¦ job enjoyment, concentration and preparation aspects in their jobs. 4. The consideration behavior of the principals¡¦ leadership behavior has significant and positive correlation with the affective commitment and normative commitment of teachers¡¦ organization commitment. 5. The initiation of structure of the principals¡¦ leadership behavior has significant positive correlation with the affective commitment, continuous commitment and normative commitment of teachers¡¦ organization commitment. 6. The consideration behavior of the principals¡¦ leadership behavior has significant negative correlation with the enjoyment of the teachers¡¦ job involvement. 7. The correlation among the initiation of structure of the principals¡¦ leadership behavior and the teachers¡¦ job enjoyment, concentration and preparation aspects in their job involvement are strong and positive. 8. The correlation among the consideration behavior of the principals¡¦ leadership behavior and the affective commitment and normative commitment of teachers¡¦ organization commitment is strong and positive. 9. The correlation among the initiation of structure of the principals¡¦ leadership behavior and the affective commitment and normative commitment of teachers¡¦ organization commitment is strong and positive.

Abstract The junior high school advisor face the key time of student¡¦s personality development. They have to do well on the basic work such as develop student¡¦s value, deliver knowledge and solve their confusion. At the same time, they have to face the unstable element in students¡¦ mind. So it is a challenge to make students¡¦ learn happily and grow up healthily. The research mean to realize the state, correlation and interaction of the advisor¡¦ leadership behavior, classroom atmosphere and learning satisfaction. And then offer concrete suggestion to the junior of advisor and referential members. The research is using the way of survey questionnaire. The subjects are 769 from the students in one junior high school in Kaohsiung. The date is analyzing with various methods of statistic analysis including descriptive statistic analysis, reliability analysis, factor analysis, independent-sample t-test, one-way anova, correlation analysis, regression analysis, After statistic analyze, the important results are as follows: 1.The junior high school advisors¡¦ leadership behavior, classroom atmosphere and learning satisfaction is above average. 2.The sample basic data including students¡¦ sexual and grade. They show significant difference in the junior high school advisors¡¦ leadership behavior, classroom atmosphere and learning satisfaction. 3.The sample background data including advisors¡¦ sexual, marriage and past service. They show significant difference in the junior high school advisors¡¦ leadership behavior, classroom atmosphere and learning satisfaction. 4.There is a positive correlation between the junior high school advisors¡¦ leadership behavior and positive classroom atmosphere. Besides, there is a negative correlation between the junior high school advisors¡¦ leadership behavior. 5.There is a positive correlation between the junior high school advisors¡¦ leadership behavior and learning satisfaction. 6. There is a positive correlation between positive classroom atmosphere and learning satisfaction. Besides, there is a negative relationship between negative classroom atmosphere and learning satisfaction. 7.There is a significant influence between the junior high school advisors¡¦ leadership behavior and classroom atmosphere. 8. There is a significant influence between the junior high school advisors¡¦ leadership behavior and learning satisfaction. 9. There is a significant influence between classroom atmosphere and learning satisfaction.

On the working environments of male in majority, female leaders tend to encounter different problems due to gender differences. In the TV program producing process of the modern communications industry, TV Director is the main leader of the whole TV program production teams. However, on the TV program producing setting with males as manipulating power at every step of production and filling with machines and hardware equipment, most of posts acted by females are administrative staff, production assistant, and assistant to TV Director. There are significant differences on the ratio of males to females for the position of TV Director. Does different leadership behavior between males and females cause the differences on the ratio of males and female leaders? After all, on the TV program producing setting with males as manipulating power, what are the leadership characteristics of female TV Director? Do the leadership behaviors of female TV Directors differ from those of male ones? What kinds of difficulties female TV Directors encounter during their leadership? The present study aims to make a survey from the perspective of females and the related disclosure of feminism. The subjects are female TV Directors of Television industries. The in-depth interview research method of the qualitative research is used for the selected female TV Directors, supervisors of female TV Directors and the related staff members to analyze their leadership behaviors and problems.The research finds that: 1. Leading traits of female TV Directors: the spirit of try, carefulness, responsible and openness. 2. Differences between the leading traits of female TV Directors and male TV Directors female TV Directors are careful and pay attention to details while male TV Directors tend to be firm and resolute, subjective, and effective to lead. 3. Leadership behavior of female TV Directors: tend to lead high degree of recognition and high initiating structure. They mainly use democratic leadership style. 4. Female TV Directors tend to lead higher initiating structure than male TV Directors. 5. Female TV Directors tend to use authoritative leadership style when facing problems or the emergency conditions. 6. There are differences of employee-oriented leadership behavior between males and females. 7. Ability is the key factor to breakthroughs gender differences. Keywords: Television, Female, TV Director, Leadership Behavior

Competitive environment in education, junior high school students with substantially reduced. If the junior high schools to be sustainable, the school must rely on cooperative efforts of all teachers and asked them to contribute their expertise to maintain the competitiveness of the school. This study focuses primarily on public junior high schools in Kaohsiung City, investigating the relationship among principal's transformational leadership behavior, teachers¡¦ job satisfactions and organizational commitment in kaohsiung Junior High schools. The rational and research structures of this study are literature review. Then it serves as the basis for designing research instruments. Survey method is used to examine 390 teachers in 39 junior high school teachers of Kaohsiung City, with 333 valid questionnaires returned. The following results are reached: 1. The more the principals focus on their transformational leadership, the better job satisfaction their teachers have. 2. The more the principals focus on their transformational leadership, the better organizational commitment their teachers have. 3. Higher degrees of the principal's transformational leadership and teachers¡¦s job satisfaction, in climate of organization boost organizational commitment from the teachers.

Abstract The military is the foundation of a nation¡¦s safety. To ensure the safety, prosperity and a continuous development of a country, the commanding officer of each troop in the armed forces should adopt a kind of leadership which can meet the needs of a country and its people thus fulfilling the mission of defending a country and protecting its people. The writer thoroughly observed and interviewed two commanding officers who were the subjects of this case study. The study is aimed to discuss the leadership behavior of the air-force colonels who are commanding officers. The study discusses the organization structure, the characteristics of missions and the number of people in troops, the difference between the leadership behavior between the commanding officers. The study tries to find a suitable leadership behavior which can be served as a reference for commanding officers in different troops in the future. The study has found the following phenomenon: 1. To lead a huge organization which has many people and facilities and units, the most important job is to know how to control. To lead an organization which has less people and it has a professional unit, the most important job is to plan and to know how to communicate to the subordinates. 2. There are many unnecessary meetings in the troops. The meetings are too long. Only a few items need to be discussed are relevant to the units, so it is a waste of time. 3. Due to different units, some commanding officers have too much work, some have less work. Some can not fully use his talents. Responsibility and power do not match. 4. If the unit has less people and resources, the conflict between subordinates are less. If the leader has better skill of eloquence, he can persuade his subordinates and convince them easily. 5. The leadership behavior at this stage in the military is ¡§people-centered¡¨ which produces good effects in leadership. In summary, the leadership behavior of the commanding officer can directly influence the behavior and attitude of his subordinates. The more the commanding officer cares his subordinates, the better meets the psychological needs of his subordinates. Key Words: Leadership behavior and effectiveness, 4 diagrams of leadership behavior,System and person-oriented, Initiating and consideration structure,Situational factors.

The major purpose of this study was to determine whether a relationship exists between cerebral laterality dominance and leadership behavior and traits. An additional purpose was to determine whether a relationship exists between cerebral laterality dominance and gender, ethnicity, and educational position.

Projects have become a key strategic working form and it has been shown that all industries can benefit from project-based working. Each project is unique and present different challenges to managers, which requires good project management skills in order to face these chal-lenges. These skills are referred to as the science and art of project management. The science consists of skills in using different tools and techniques and the artistry refers to skills in practising leadership, which some researchers argue is the most important quality for manag-ers to posses. Since each project is a new situation, project manager s needs to be able to adapt their leadership style to the unique situation of the project. This way of exploring leadership has been done in the Situational Leadership Model originally developed by Paul Hersey and Kenneth Blanchard. The interaction between a leader’s behaviour and the situational factors, ability and willingness, of the members are em-phasized. The purpose of this study is to study project management from a situ-ational leadership perspective, using the Situational Leadership Model. The empirical research was conducted through interviews made with representatives from four different companies located in or just outside the city of Jönköping. The representatives included one project leader from each company as well as one or two project members. The study showed that the Situational Leadership Model was able to predict the appropriate leadership behavior to adopt. Even though it was able to predict the appropriate behavior, it was not adopted in all projects. Two of the five project members were confronted with a faulty leadership behavior.

The purpose of this study was to explore the relationship between teachers¡¦ leadership behavior of elementary school and classroom management effectiveness. The subjects were sixth grade students of public elementary school in Kaohsiung. This study used stratified random sampling; 928 questionnaires were taken back including 895 ones valid, at a ratio of 96.44%. This study adopted questionnaire survey, ¡§Teachers¡¦ Leadership Behavior Scale¡¨ and ¡§Classroom Management Effectiveness Scale¡¨ were used as instruments. The collected data were analyzed by t-test, One-way ANOVA, Pearson correlation, and stepwise multiple regression analysis. The conclusions of this study were as follows: 1. The present status of elementary school teachers¡¦ leadership behavior is over the average. They perform best on ¡§intellectual stimulation¡¨ and ¡§active management-by-exception ¡¨ but worst on ¡§passive management-by-exception¡¨. 2. The present status of elementary school teachers¡¦ performance on classroom management effectiveness is over the average. They perform best on ¡§teaching quality¡¨ but worst on ¡§class manners¡¨. 3.Better performance in teachers¡¦ leadership behavior was found for the ones who were female, 6 to 10 years of serving, and at schools with the scale under 24 classes. 4. Better performance in classroom management effectiveness was found for the ones who were female, 6 to 10 years of serving, at schools with the scale under 24 classes,and with the number of students between 21-30 in class. 5. The better is the teachers¡¦ leadership behavior, the more outstanding is their classroom management effectiveness. There exists the strongest correlation between ¡§individualized consideration¡¨ and ¡§classroom atmosphere¡¨. 6. Teachers¡¦ leadership behavior is crucial in enhancing classroom management effectiveness. The prediction capability of ¡§individualized care¡¨ for the whole classroom management effectiveness is the most significant.