本研究旨在瞭解中學校長服務領導與教師專業承諾之內涵與現況，並探討其關係，進而建構及驗證其互動模式，並依研究結果提出建議。 首先，進行初步文獻探討，作為本研究之研究架構的理論基礎；其次，以問卷調查法進行研究調查，問卷調查樣本以台北縣市國民中學及完全中學為教師研究對象，共抽樣645人，問卷回收523份，有效問卷517份，以分析現況及驗證理論；最後，依據研究結果進行討論與結論建議。研究主要發現如下： 一、中學校長服務領導與教師專業承諾內涵與現況 (一)中學校長服務領導包括為人文關懷、願景分享、專業創新、理性說服四個向度，看法得分情形屬於中等程度。以「願景分享」的看法得分最高；而以「專業創新」的看法得分最低。 (二)中學教師專業承諾包括專業認同與投入、專業關係與留職、專業倫理與進修三個向度，看法得分情形屬於高程度。「專業認同與投入」的看法得分最高；而以「專業關係與留職」的看法得分最低。 二、不同背景變項在中學校長服務領導與教師專業承諾之差異情形 (一)不同背景變項在中學校長服務領導得分方面：性別、年齡、服務年資、現任職務、學校規模、學校類型及校長性別有顯著差異。 (二)不同背景變項在中學教師專業承諾得分方面：年齡、學歷、現任職務、學校規模、學校所在地及學校類型有顯著差異。 三、中學校長服務領導與教師專業承諾間存在正向的關係 四、中學校長服務領導對教師專業承諾發展模式適配度良好 前因變項（中學校長服務領導）對後果變項（中學教師專業承諾）具有顯著的影響力。 最後，本研究根據研究發現，提出相關建議，俾提供教育行政機關、中學校長以及後續研究參考。 / The main purpose of this study is to investigate the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools. This study included literature analysis and questionnaire survey to be the survey methods. The purpose of literature analysis was aimed to explore the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools. Based on arranging related theory, researcher made the questionnaires of this study. The data of this study was analyzed 517 sampling subjects by description statistics, t-test, ANOVA and LISREL model. According to the statistics analysis of the questionnaire, we can get the following results. A. In the aspect of principals’ servant-leadership in secondary schools 1. The principals’ servant-leadership includes four parts, which are (1) humane concern, (2) vision sharing, (3) professional innovation and (4) reasonable persuasion. For all, the best dimension is “vision sharing”. 2. Sexual, age, years of service, incumbent duty, school scale, school type, and principals’ sexual have significant influences on principals’ servant-leadership. B. In the aspect of teachers’ professional commitment 1. The teachers’ professional commitment includes three parts, which are (1) professional identity and job involvement, (2) professional relationship and position-retaining intention, (3) professional ethics and advanced study. For all, the best dimension is “professional identity and job involvement”. 2. Age, highest education, incumbent duty, school scale, school site, and school type have significant influences on teachers’ professional commitment. C. In the aspect of the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools 1. There was positive correlation existed between principals’ servant-leadership and teachers’ professional commitment in secondary schools. 2. Principals’ servant-leadership in secondary schools did promote teachers’ professional commitment. In the last part, according to the findings and results, the researcher proposed some suggestion for the educational officers and the principals of secondary schools, hoping to benefit the improvement and development of education of secondary schools in the future.

本研究旨在探討高中教師知覺校長服務領導、教師組織公民行為與教師工作滿意度之現況，比較不同背景變項之高中教師在知覺校長服務領導、教師組織公民行為、以及教師工作滿意度之差異情形，並探討高中教師在知覺校長服務領導、教師組織公民行為與教師工作滿意度的關係，並進而分析高中教師知覺校長服務領導、教師組織公民行為對教師工作滿意度之預測力。 本研究採用調查研究法進行研究，以臺北市高中教師為對象，共發出417份問卷，回收377份，可用問卷374份，回收率達90％。調查所得資料以SPSS統計套裝軟體，進行描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關及多元迴歸等統計方法處理分析。本研究獲致以下結果： 一、臺北市高中教師對於校長之服務領導行為感受有正面之知覺。在校長服務領導八個層面中，以「自我覺察」為最高。 二、臺北市高中教師組織公民行為屬於中上程度。在教師組織公民行為三個層面中，以「主動助人」最高。 三、臺北市高中教師工作滿意度屬中上程度。在教師工作滿意度四個層面中，感到最滿意的是「同僚關係」。 四、教師兼主任在校長服務領導的知覺較兼導師與專任教師高；學校規模在51班以上之教師在知覺校長服務領導上顯著高於31-50班的教師；私立高中教師知覺校長服務領導高於公立高中教師；不同性別、年齡、服務年資、學歷之臺北市高中教師知覺校長服務領導的程度無顯著差異。 五、年齡愈大的教師，相較於年齡小的教師，更有組織公民行為之表現；教師兼主任的組織公民行為，較導師和專任教師高；年資5年以下之教師，在組織公民行為的表現明顯低於其他組別的教師，而年資21年以上教師的組織公民行為表現最高；私立高中教師組織公民行為高於公立高中教師；不同性別、學歷、學校規模之高中教師在組織公民行為上無顯著差異。 六、51歲以上教師之工作滿意度高於30歲(含)以下及31-40歲教師；年資在11-20年與21年以上的教師對於「工作本身」的滿意度高於年資在5年以下的教師；學歷為大學畢業之高中教師高於學歷為碩士的高中教師；學校規模在51班以上的高中教師高於學校規模在31-50班與30班以下之高中教師；私立高中教師工作滿意度高於公立高中教師；不同性別、職務之高中教師在教師工作滿意度上無顯著差異。 七、臺北市高中教師知覺校長服務領導與教師組織公民行為有顯著相關；臺北市高中教師知覺校長服務領導與教師工作滿意度有顯著相關；臺北市高中教師組織公民行為與教師工作滿意度有顯著相關。 八、臺北市高中校長服務領導對教師工作滿意度具有預測作用；臺北市高中教師組織公民行為對教師工作滿意度具有預測作用；臺北市高中校長服務領導與教師組織公民行為對教師工作滿意度具有預測作用。 最後，根據研究結果提出建議，供高中校長、教師、教育行政機關、教師會、校長協會及後續研究之參考。 / The aim of this study is to discuss the senior high school teachers’ perception toward the principal’s servant leadership, citizenship behavior of teachers organization and current teacher job satisfaction, compare the differences in the perception of the principal’s servant leadership, citizenship behavior of teachers organization and teacher job satisfaction among teachers with different background variables, and study the relationship among the senior high school teachers’ perception of the principal’s servant leadership, citizenship behavior of teachers organization and teacher job satisfaction to further analyze the predictive capability of the senior high school teachers’ perception toward the principal’s servant leadership, citizenship behavior of teachers organization and the teacher job satisfaction. This research conducted a survey-questionnaire by targeting on the senior high school teachers of Taipei City. A total of 417 questionnaires were distributed and 377 questionnaires were received. There were 374 valid returned questionnaires and the ratio of valid questionnaire is 90%. The data was analyzed through SPSS statistics, descriptive statistics, t test, single factor analysis of variance, Pearson correlation coefficient and multiple stepwise regressions. The findings of the research are as the followings: 1. The senior high school teachers of Taipei City have a positive perception toward the principal’s servant leadership. Among 8 perspectives of the principal’s servant leadership, the “self-awareness” has the most positive perception. 2. The level of the citizenship behavior of teachers’ organization for the senior high school teachers in Taipei City is above average. Among 3 perspectives of the citizenship behavior of teachers organization, the level of “helping others voluntarily” is the highest. 3. The teach job satisfaction of the senior high school teachers of Taipei City is above average. Among 4 perspectives of teacher job satisfaction, the “colleague relations” is most satisfied. 4. The teacher who also serves in a chief position has higher perception toward the principal’s servant leadership comparing to the teachers who also serve as a preceptor or full-time teacher. The teachers who teach at a school with more than 51 classes have significant higher perception toward the principal’s servant leadership comparing to the teachers who teach at a school with 31-50 classes. The private senior high school teachers have higher perception toward the principal’s servant leadership comparing to the public senior high school teachers. There is no significant difference in the perception of the principal’s servant leadership among the senior high school teachers of Taipei City with different ages, years of service and educational background. 5. The elder teachers have stronger organizational citizenship behavior comparing to younger teachers. The teacher who also serves in a chief position has stronger organizational citizenship behavior comparing to the teachers who also serve as preceptor or full-time teacher. The teachers with less than 5 years of teaching experience significantly have weaker organizational citizenship behavior comparing to other group of teachers. The teachers with more than 21 years of teaching experience have the strongest organizational citizenship behavior. The private senior high school teachers have stronger organizational citizenship behavior comparing to the public senior high school teachers. The gender, educational background and size of school have no significant impact on the senior high school teachers’ organizational citizenship behavior. 6. The job satisfaction of the teachers aged above 51 is higher than that of the teachers aged below 30 (included 30) and between 31 and 40. The teachers with 11-20 and more than 21 years of teaching experience have higher satisfaction of “job itself” comparing to the teachers with less than 5 years of teaching experience. The job satisfaction of the teachers with university degree is higher than that of the teachers with master degree. The job satisfaction of the teachers working at a school with more than 51 classes is higher than that of the teachers working at a school with 31-50 classes or less than 30 classes. There is no significant difference in teacher job satisfaction among teachers with different gender and position. 7. The perception of the senior high school teachers of Taipei City toward the principal’s servant leadership is significantly correlated with the citizenship behavior of teachers’ organization. The perception of the senior high school teachers of Taipei City toward the principal’s servant leadership is significantly correlated with the teacher job satisfaction. The organizational citizenship behavior of the senior high school teachers of Taipei City is significantly correlated with the teacher job satisfaction. 8. The servant leadership of the principals of the senior high school in Taipei City has a predictive effect on teacher job satisfaction. The citizenship behavior of the teachers’ organization in Taipei City has a predictive effect on teacher job satisfaction. Both of the principal’s servant leadership and the citizenship behavior of the teachers’ organizations in Taipei City have a predictive effect on teacher job satisfaction. Finally, the recommendations were given based on the research results to provide references for senior high school principals and teachers, education administrative units, teachers association, principals association and future studies.

本研究旨在探討國民中學校長服務領導、組織學習與學校行政服務品質之關係，以及不同背景變項之校長服務領導、組織學習與學校行政服務品質的差異性分析，進而建構及驗證其互動模式，並提出研究結論與建議。 本研究採用問卷調查法，針對校長服務領導、組織學習與學校行政服務品質等三個變項進行探究。由文獻探討分析中，建立研究架構及理論基礎，其次本研究以台灣地區公立國民中學的教師為母群體，依北、中、南、東四區以分層隨機抽樣方法進行抽取樣本，共計抽取675位國民中學教師，問卷回收603份，有效問卷為552份，回收率為81.8％。問卷調查結果採用描述性統計、二階驗證性分析、信度分析、t 考驗、變異數分析、皮爾森積差相關、多元逐步迴歸分析及結構方程模式等統計方法進行分析。本研究之主要發現如下： 一、國民中學校長服務領導、組織學習與學校行政服務品質之現況屬中上程度。 二、「校長性別」與「校長學歷」對「校長服務領導」、「組織學習」、「學校行政服務品質」的影響並無顯著差異。 三、「校長年齡」與「在本校的服務年資」對「校長服務領導」、「組織學習」、「學校行政服務品質」達顯著差異。 四、不同「教師年齡」與「教師年資」的教師對「校長服務領導」、「組織學習」與「學校行政服務品質」的知覺程度未達顯著差異。 五、不同「教師學歷」教師知覺「校長服務領導」、「組織學習」未達顯著差異，對「學校行政服務品質」則達顯著差異。 六、不同「教師性別」教師知覺「校長服務領導」達顯著差異，對「組織學習」、「學校行政服務品質」則未達顯著差異。 七、不同「職務」教師知覺「校長服務領導」、「組織學習」、「學校行政服務品質」達顯著差異。 八、不同「學校規模」教師知覺「校長服務領導」、「學校行政服務品質」達顯著差異，對「組織學習」則未達顯著差異 九、不同「學校建校歷史」教師知覺「校長服務領導」、「組織學習」、「學校行政服務品質」達顯著差異 十、校長服務領導、組織學習對學校行政服務品質有顯著預測力。 十一、校長服務領導、組織學習與學校行政服務品質彼此之間具有高度正相關。 十二、校長服務領導、組織學習與學校行政服務品質之間的結構關係良好。 十三、校長服務領導對組織學習與組織學習對學校行政服務品質有顯著直接效果。 十四、組織學習具有校長服務領導對學校行政服務品質關係的中介效果。 最後，根據研究結果提出相關建議，俾提供教育行政機關、學校單位及後續研究之參考。 / The main purpose of this study is to explore the relationship among principals' servant leadership, organizational learning and school administrative service quality in junior high schools and the different effects from the different background factors. An interactive model was constructed and confirmed, and some research conclusions and suggestions were offered. This study adopted questionnaire survey method , aiming the relations among principals' servant leadership, organizational learning and school administrative service quality. According to related literature analysis, the research frame and theory were constructed. This research conducted a survey-questionnaire by targeting on the junior high school teachers. Totally there were 675 junior high school teachers were chosen randomly from north, central, south, and east regions in Taiwan. A total of 675 questionnaires were distributed and 603 questionnaires were received. There were 552 valid returned questionnaires and the ratio of valid questionnaire is 81.8%. The data was analyzed by descriptive statistics, second-order confirmatory factor analysis and reliability analysis, t-test, ANOVA, Pearson correlation, multiple regression and SEM. The major findings of the research are as the followings： 1. The overall performances of principals' servant leadership, organizational learning and school administrative service quality are moderately high. 2.There are no significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of principals' gender, academic degrees. 3. There are significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of principals' age and various years of experience. 4. There are no significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of School teachers’ age and various years of experience. 5. Teachers' academic degrees have no significant and different perceptions in principals' servant leadership, organizational learning；while There are significant differences in school administrative service quality. 6. There are significant differences in the general performance of principals' servant leadership in terms of teachers' gender；while There are no significant differences in organizational learning and school administrative service quality. 7. There are significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of teachers' position. 8. There are significant differences in the general performance of principals' servant leadership, school administrative service quality in terms of school size；while There are no significant differences in organizational learning. 9. There are significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of school history. 10. Both of the principal’s servant leadership and t organizational learning have a significantly predictive effect on school administrative service quality. 11. There are highly positive correlation among principals' servant leadership, organizational learning and school administrative service quality. 12. The assessment of proper fit is supported in a structural equation model among principals' servant leadership, organizational learning and school administrative service quality. It can explain the relationships of the above three main variables. 13. There are significant and direct effects between principals' servant leadership and organizational learning, and also between organizational learning and school administrative service quality. 14. The positive effect of principals' servant leadership on s school administrative service quality could be moderated by organizational learning. Finally, according to the research results, the recommendations were given to provide references for education administrative units, schools and future studies.

This dissertation examines the spiritual growth of individuals: what growth is; why growth is necessary; and how it can be nurtured. An individual's spiritual growth needs to happen in relationship with others, so that Christ's commandments to love God and neighbour are fulfilled. Thus the dynamics, goals and effects of community life are examined. Spiritual growth and community raises implications for the Christian Church. These are examined, in particular the need for transformed leadership and models of ministry, transforming communities that will enable the church to fulfil its mission to the world. / Christian Spirituality, Church History and Missiology / M.Th. (Christian Spirituality)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aimed to translate, adapt and validate the Servant Leadership Questionnaire (SLQ) to create the Escala de Liderança Servidora (ELSE) for the brazilian portuguese. It was undertaken a psychometric cross-sectional study with students and effective and outsourced employees of Federal University of Sergipe, with more than 18 years, possessing immediate boss and were working to at least three months in the current company. It used a sociodemographic questionnaire, the SLQ scale (translated and adapted in this study), besides of a job satisfaction‟s scale (EST) and a transformational and transactional leadership scale. The instruments were answered by 361 participants and 337 valid (93%). Descriptive analyzes were made (mean, standard deviation and frequency) of instruments used and, to accomplish the factorial validity of ELSE, used the Exploratory Factor Analysis, with Principal Axis of Factoring and Promax rotation, besides the reliability testing with the Cronbach‟s alpha (α). For the convergent validity analysis, used the Pearson correlation (r) between the dimensions of ELSE and the Escala de Atitudes frente a Estilos de Liderança, which measures the styles of transformational and transactional leadership. For predictive analysis, linear regression (stepwise method) was used in which, in the model proposed, the dimensions of ELSE were independent variables and satisfaction with the leader (belong to the EST) was the dependent variable. Data analysis was performed using the Statistical Package for Social Sciences (SPSS), version 19.0. The final solution presented three factors, totaling 47.7% of explained variance of the instrument, namely: (a) Visionary Influence (α = .87; 9 items), (b) Abnegation (α = .88; 9 items), and (c) Organizational Stewardship (α = .83; 5 items). The convergent validity of the new scale was determined, which showed moderate and significant correlations with the transformational leadership. The predictive validity also was confirmed, whereas the dimensions of the new scale explained 48% of the explained variance of satisfaction with the leader. Limitations of this study refer to: lack of comparable groups and non-probability sampling. It is suggested for future research to investigate the factor structure found in this study and the development of correlational studies with the ELSE. / O objetivo deste estudo foi traduzir, adaptar e validar o Servant Leadership Questionnaire (SLQ) a fim de criar a Escala de Liderança Servidora (ELSE) para o português brasileiro. Empreendeu-se um estudo psicométrico de corte transversal, com alunos, servidores efetivos e terceirizados da Universidade Federal de Sergipe, com mais de 18 anos, que possuíssem chefe imediato e estivessem trabalhando a no mínimo três meses na empresa atual. Utilizou-se um questionário sociodemográfico, a escala SLQ (traduzida e adaptada neste estudo), além de uma escala de satisfação com o trabalho (EST) e uma de liderança transformacional e transacional. Responderam aos instrumentos um total de 361 participantes, sendo 337 válidos (93%). Foram realizadas análises descritivas (médias, desvios-padrão e frequências) dos instrumentos utilizados e, para realizar a validade fatorial da ELSE, utilizou-se a Análise Fatorial Exploratória, com Fatoramento dos Eixos Principais e rotação Promax, além da avaliação da confiabilidade por meio do alpha de Cronbach (α). Para a análise de validade convergente, empregou-se a correlação de Pearson (r) entre as dimensões da ELSE e a Escala de Atitudes frente a Estilos de Liderança, que mensura os estilos de liderança transformacional e transacional. Para a análise preditiva, foi utilizada a Regressão linear (método stepwise) em que, no modelo proposto, as dimensões da ELSE eram variáveis independentes e a satisfação com a chefia (dimensão da EST) era a variável dependente. A análise de dados foi feita no Statistical Package for Social Science (SPSS), versão 19.0. A solução final apresentou 3 fatores, totalizando 47,7% de variância explicada do instrumento, a saber: (a) Influência Visionária (α = 0,87; 9 itens), (b) Abnegação (α = 0,88; 9 itens) e, (c) Intendência Organizacional (α = 0,83; 5 itens). Foi possível constatar a validade convergente da nova escala, que apresentou correlações moderadas e significativas com a liderança transformacional. A validade preditiva também foi confirmada, visto que as dimensões da nova escala explicaram 48% da variância explicada da satisfação com a chefia. As limitações do estudo referem-se à: falta de grupos comparáveis e amostragem não-probabilística. Sugere-se para pesquisas futuras a investigação da estrutura fatorial encontrada neste estudo e o desenvolvimento de pesquisas correlacionais com a ELSE.

Uppsatsen syftar till att studera banker som utövar traditionell budgetstyrning och banker som har frångått budgetering. Studien undersöker alternativa styrningsmetoder som kan tillämpas vid en budgetlös styrning och hur det kommer sig att traditionell budget utövas trots deras kritik. Dessutom analysera hur ledarskapet ser ut beroende på metod som utövas. Centraliserade organisationer fattar beslut på högre nivåer, medan decentraliserade organisationer har beslutsfattande och ansvar på lägre nivåer, närmare kunden. Organisationsstrukturen påverkar styrningsmetoden på så sätt att: Bankkontoren inom centraliserade organisationer har möjlighet att ta beslut som berör det enskilda kontoren, inom givna ramar. Decentralisering möjliggör för bankkontoren att arbeta mer självständigt. Studien visar att alternativa metoder banker arbetar med är exempelvis att bankkontoren upprättar egna verksamhetsplaner. Därefter involveras medarbetarna genom att de utformar sina handlingsplaner utifrån verksamhetsplanen. Målen ska vara mätbara, realistiska och nåbara, samt upprättas i nyckeltal. Metoden möjliggör för kontoren att anpassa sig efter den lokala marknaden. Budget är användbar för att se organisationens resultat, fungerar som ett verktyg för att uppnå de långsiktiga målen och upprättas för koncernledningen och VD. Det framkommer i studien att budget brukar stämma in och ger tydliga ramar att förhålla sig till. Budget motiverar medarbetarna till att arbeta mer effektivt och ger en känsla av trygghet. Studien framhäver tre distinkta ledarskapsstilar; Transformativt-, det ”Tjänande” ledarskapet (Servant leadership) och Autentiskt ledarskap. Där två av dem tillhör det etiska ledarskapet och den tredje anses vara önskvärt och effektiv. Det framkommer att budgetstyrda bankkontor utövar det ”tjänande” ledarskapet och transformativt ledarskap inom budgetlösa kontor. / This thesis aims to study banks that practice traditional budgeting and banks that practice Beyond Budgeting. This study investigates alternative control systems that could be applied when budget is not exercised and how come others practice budget despite bad criticism. And analyzes whether leadership differs depending on which control system is used.Centralized organizations make decisions on higher levels, decentralized organizations have their decision making and responsibility on lower levels, closer to the client. The organization’s structure affects the control system in the way that; banking office within centralized organizations can make decisions which concerns their own office, as long as it’s within organization’s frames. Decentralization enables the banking office to act more independently.This study shows alternative control systems that banks could work with is for example letting banking offices establish their own operational plan. Thereafter involve co-workers by having them formulate their plan of action, based on the operational plan. The objectives have to be measureable, realistic and achievable, and established in terms of key performance indicator. The method enables banking offices to accommodate the local market.The budget is useful to look at the organizations result, works as a tool to achieve long term goals and is established for the group executive board and CEO. It appears that the outcome usually corresponds with the budget, and that the budget gives distinct frames to stay within. It motivates co-workers to work more effectively and gives a feeling of safety.This study accentuates three distinct leadership styles; Transformational-, Servant- and Authentic leadership. Two of them are considered ethical leadership and the third pass for being desirable and effective. It appears that banking offices that practice budget exercise servant leadership and transformational leadership is used in banking offices that practice Beyond Budgeting.

本研究旨在瞭解臺北市國民中學校長服務領導、教師情緒勞務與教師工作滿意度之關係。本研究採問卷調查法，共計抽樣47所學校，發出565份問卷，回收408份有效問卷，問卷可用率達72.2%。資料處理採用描述性統計分析、獨立樣本t檢定、單因子變異數分析(ANOVA)、Pearson積差相關及多元迴歸分析等統計方式進行統計分析。本研究分析結果分述如下： 一、臺北市國民中學校長服務領導為中高程度，以「楷模倡導」最高，「真誠感召」最低。 二、臺北市國民中學教師情緒勞務為中高程度，以「真情演出」最高，「深層演出」最低。 三、臺北市國民中學教師工作滿意度為中高程度，以「同僚關係」最高，「校長領導」最低。 四、不同「性別」、「職務」及「學校規模」之教師知覺校長服務領導之整體或分層面上有顯著差異。 五、不同「學校規模」之教師知覺情緒勞務之整體或分層面上有顯著差異。 六、不同「年齡」、「教育程度」、「服務年資」、「擔任職務」及「學校規模」之教師知覺教師工作滿意度之整體或分層面上有顯著差異。 七、臺北市國民中學校長服務領導、教師情緒勞務與教師工作滿意度呈現中度正相關。 八、臺北市國民中學校長服務領導、教師情緒勞務對教師工作滿意度具有預測作用。 / The purposes of this study was to investigate the relationships among the principals’ servant leadership, the emotional labor of teacher and the teachers’ job satisfaction in the junior high schools in Taipei City. The Questionnaire survey method was applied. The samples include 47 schools and 565 questionnaires were distributed. There were 408 valid questionnaires used finally in the statistic analysis and the usable rate was 72.2%. The data was analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation and multiple regression analysis. The conclusions of this study are as follows: 1.Junior high schools teacher’s perception of principals’ servant leadership is above average, in which the item “model behavior persuasiveness” was the highest, and the “honesty” was the lowest. 2.Junior high schools teacher’s perception of teacher’ emotional labor is above average, in which the item “genuine acting” was the highest, and the “deep acting” was the lowest. 3.Junior high schools teacher’s perception of teacher’ job satisfation is above average, in which the item “colleague relationship” was the highest, and the “principal leadership” was the lowest. 4.There are significant differences in the junior high schools teachers’ perception of principals’ servant leadership in terms of gender, duty and the scale of the schools. 5.There are significant differences in the junior high schools teachers’ perception of teachers’ emotional labor in terms of the scale of the schools. 6.There are significant differences in the junior high schools teachers’ perception of teachers’ job satisfaction in terms of age, education, length of service of school, duty and the scale of the schools. 7.There is a positive correlation among the principals’ servant leadership, teachers’ emotional labor, and teachers’ job satisfaction. 8.Principals’ servant leadership and teachers’ emotional labor have a predictive effect on teachers’ job satisfaction.

The instructional practices of three current classroom teachers who formerly served as Servant Leader Interns (SLIs) in the Children’s Defense Fund Freedom Schools (CDFFS) Program were examined. Haskell (2001) outlined eleven principles of transfer of learning, which were used to survey the levels of transfer established from service in Freedom Schools to practice in the traditional classroom. Individual surveys, The Freedom School Pedagogies Teacher Observation Record (FSPTOR) along with interviews of each participant were used for data collection; all three components were used to triangulate the findings. The findings from this study verified that low transfer was observed when the minimal application of the principles of learning was applied. This study revealed that for transfer to occur at high levels, it is imperative that adherence to all 11 principals is made, and the understanding of transfer, the application of transfer, and reflection on transfer are implemented. If the transfer of instructional practices is a goal of CDFFS for SLIs, the CDFFS program should consider implementing transfer of learning theory in future SLI training.

Sjukvården är idag ett av de viktigaste samhällsproblemen och som dessutom ständigt möter nya utmaningar. En av utmaningarna som ledarskapet inom sjukvården måste hantera är behovet av att öka både produktivitet och effektivitet. Valet av ledarskapsstil har intresserat forskare sedan långt tillbaka men har under de senaste årtionden uppmärksammats igen i och med idén om att ledarskapet kan ha inverkan på organisationens måluppfyllelse. Det ligger i vårt intresse att undersöka ledarskapsstilar inom den svenska sjukvården och hur dess egenskaper kan användas i olika sammanhang inom organisationen. Syftet med uppsatsen är att studera befintliga ledarskapsstilar inom den svenska sjukvården och hur de används i olika syften.   Studien har genomförts genom en kvalitativ intervjustudie. Primärdata utgår från sju semistrukturerade intervjuer med representanter från två olika sjukhus inom region Värmland, och sekundärdata baseras på vetenskapliga artiklar. I teorin beskrivs tidigare forskning om de utvalda ledarskapsstilarna, generellt men även baserat på tidigare forskning inom sjukvården. Resultatet från intervjuerna genererade tre teman: Transaktionellt ledarskap, transformativt ledarskap och tjänande ledarskap. För varje tema presenteras egenskaper representativt för var och en av ledarskapsstilarna och vad egenskaperna i sin tur har för effekt på efterföljarna. Resultatet analyserades och jämfördes med tidigare forskning. Vår slutsats är att valet av ledarskapsstil har varierande inverkan på efterföljaren och därmed kan egenskaperna för respektive ledarskapsstil användas strategiskt beroende på vilken effekt som eftersträvas. / Healthcare today is one of the most important societal problems. It´s also constantly facing new challenges. One of the challenges today is to produce productivity and efficiency, leadership is considered to be a key factor in this matter. The choice of which leadership style is the best has interested researchers for a long time but has in recent decades attracted attention again with the idea that leadership has impact on the organization’s goal completion. It is in our interest to investigate leadership styles in Swedish healthcare and how its characteristics can be used to achieve different purposes within the organization.  This survey was conducted through a qualitative interview study and the primary data is based on seven semi-structured interviews from two different hospitals in the Värmland region, while the secondary data is based on scientific articles. Our results are presented in three themes: transactionally leadership, transformative leadership and servant leadership. For each of the themes we present characteristics representative of each leadership style and what effect the properties in turn have on the successors. The result was analysed and compared with previous research. Our conclusion is that the choice of leadership style has varying effects on the successor and thus the characteristics of each leadership style can be used strategically depending on the effect one strives for.

This research into Baptist leadership examines the processes of Christian leadership in terms of human relationships in churches under the microscope of a leadership theory known as leader member exchange theory (LMX), and discovers the correlation between a high level of LMX in a local church and the positive outcomes of leader legitimation in a society where pastoral tenure and pastoral termination project disheartening statistics. LMX theory is particularly suited for the study of the Baptist congregational leadership paradigm with emphasis on heightened follower participation in dyadic relationships between the pastor and church members. In the light of current convoluted leadership praxis, provides an appropriate theoretical tool for relational analysis. The background to this thesis is the perceived growing inclination among Baptist pastors to adopt a leadership paradigm, which exalts the person and role of the pastor to the exclusion of the church members. This “great man theory” is being modeled from sources that focus on church growth rather than church health, and represents a departure from servant leadership, which has long been the model for Baptists in general. This “new” trend of charismatic leadership may be one of the reasons for the inclination toward shorter tenures and pastoral termination, among Baptists, particularly in the USA. Understanding the peculiarities of congregational government is of particular importance to the research, with emphasis on the perceptions and expectations of church members regarding current leadership in their local church, and how the perception of personal value correlation translates into member satisfaction. The Literature on leadership offers a multiplicity of innovative ideas, mostly focused on the leader, and after literature research into the subjects of transactional transformational, complexity theory, and servant leadership no single theory of leadership offers completeness, hence the term quantum or complexity will assist in moving Baptist pastors from average leadership. <p.Critical elements of LMX were identified in the literature and processed into the questionnaire, which was distributed to among Baptist churches in South Africa and the United States. The results of the research are then analysed in the light of LMX theory, and the conclusion that in the congregational structure of Baptists, LMX theory offers valuable insights into member satisfaction. The characteristic of practical theology is the critical correlation of theological insight and empirical observation that will result in a new theory of praxis, and the final purpose is to focus attention on the positive outcome of healthy leader member exchange in local churches and the extended zone of influence through enhanced legitimation of pastoral leadership. / Thesis (PhD (Practical Theology))--University of Pretoria, 2007. / Practical Theology / PhD / unrestricted