This study aims to explore teachers' perceptions of teacher leadership behavior in junior high schools in Taiwan. It begins with an analysis of the current state of teacher leadership behavior and examines differences among teachers with various backgrounds. An Importance-Performance Analysis (IPA) method is then used to evaluate the distribution of teacher leadership behavior. A questionnaire survey was employed as the research method, targeting public junior high school teachers in middle Taiwan and 514 valid samples were collected. The collected data were analyzed using descriptive statistics, t-tests, one-way ANOVA, and IPA. The main findings are as follows: 1. Teachers perceive the importance of teacher leadership behavior as above average, with the highest scores in the "professional orientation, peer level" category. 2. Teachers' performance in teacher leadership behavior is below average, with the highest scores also in the "professional orientation, peer level" category. 3. Significant differences in the perceived importance of teacher leadership behavior were found among teachers based on school size and participation in teacher organizations. 4. Performance of teacher leadership behavior varies significantly by gender, current position, school size, and participation in teacher organizations. 5. IPA results indicate that most teacher leadership behaviors are positioned in the first (continue to maintain) and third (secondary improvement) quadrants.

Authors:
Wen-Yan Chen, National Chi Nan University, Taiwan
Po-Hsiung Hung, Education Bureau of Kaohsiung City Government, Taiwan

About the Presenter(s)
Dr Wen-Yan Chen is a University Professor/Principal Lecturer at National Chi Nan University in Taiwan

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