抄録
The purpose of this paper is to examine the influence process from the principal's leadership through the teacher's work attitude. Generally, this influence process has been explained by setting the organizational culture as mediated variable. A characteristic of our analysis model is to include the teacher's personal values on this antecedent influence process model. By structuring this model, we able to be compare the influence on the teacher's work attitude from the organizational culture with the teacher's personal values, and the influence on the organizational culture with the teacher's personal values from the principal's leadership. The survey target is 995 teachers in 172 elementary schools for the kyushu area excluded Okinawa. We carried out the survey from October through December in 2002. 493 teachers have participated this survey and the collection rate was 49.55%. Sixteen variables were used on the occasion of analysis. The name of the teacher's work attitude variables are organizational commitment, teaching efficacy, and stressful. The organizational culture variables and the teacher's personal values variables are creativity, work environment, autonomy, collegiality, and regulation. The principal leadership variables are transformational school leadership, instructional leadership, and fairness leadership. In the analysis process, at first, we have executed three-times preliminary analysis. And, we have referenced these results, setting a structural equation model to examine the influence process from the principal's leadership through the teacher's work attitude. As a result of the covariance structure analysis, a main influence nath was extracted. At first, the principal's leadership have direct effect on the organizational culture of balance-discretion direction. Second, the organizational culture of balance-discretion direction have positive influence on the teacher's personal value of change-regulation direction. The Last, the teacher's personal value of change-regulation direction have positive influence on the teacher's work attitude.
