The effect of kindergarten principals’ leadership behaviors on teacher work performance

Jao-Nan Cheng1
1Department of Education, National Taitung University, Taiwan
Cite this article:  Cheng, J. (2013). The effect of kindergarten principals’ leadership behaviors on teacher work performance. Social Behavior and Personality: An international journal, 41, 251-262.

Volume 41 Issue 2 | e2716 | Published: March 2013 | DOI: https://doi.org/10.2224/sbp.2013.41.2.251

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In this study 732 Taiwanese kindergarten teachers, divided into 4 regional areas: northern, central, southern, and eastern, completed a questionnaire about their work performance and how it is affected by principals’ leadership behaviors. Regression and structural equation modeling analysis showed that the use of empathetic concern by kindergarten principals had a positive effect on teachers’ work performance. Although assertive orders were found to have a positive influence, the correlation with work performance was lower than that with empathetic concern. Rewards and punishments had no significant effect on improving teachers’ work performance. Emotion-based leadership in the form of showing empathetic concern could be used to improve kindergarten teachers’ work performance.

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