The purpose of this
study is to elucidate the relationship between principals’ change leadership
and teachers’ professional capital. Adopting a teacher perspective, the
researchers of this study investigated teachers’ views on the effects of
principals’ change leadership on establishing teachers’ community, respecting
teachers’ decisions, participating in school decision-making, and incorporating
information technology. In this study, 485 elementary and secondary school
teachers from Taipei, Taiwan were interviewed using a questionnaire. Relevant
data were collected using a principals’ change leadership scale and teachers’
professional capital scale. The results of a canonical correlation analysis
indicated a significant positive correlation between principals’ change
leadership style and teachers’ professional capital (ρ = .90). Among the styles
of principals’ change leadership, teachers viewed transformational leadership
most highly and agreed that establishment of a professional community
contributes to social capital. This study indicated that according to teachers’
views, principals adopting transformational leadership styles, acknowledging
teachers’ knowledge and expertise, promoting teachers’ professional community,
developing teaching practices, respecting teachers’ teaching decisions,
encouraging teachers’ participation in school decision-making, and encouraging
application of technological media in teaching are all conducive to the
generation of teachers’ professional capital.
