Research On The Relationship Between Head-teacher Style And Pupil's Self-Concept

Self-concept, formed by interaction between individual and environment (especially others), is not only a vital aspect of child sociality development, but also the center of child personality development. It is influenced by many factors. Head teacher is one of the important factors. So that, head teacher style (characteristics in interpersonal head-teacher behavior) must have a powerful influence on pupil's self-concept during the process of mutual intercourse. The study aims at probing into the interaction.The instruments, Questionnaire on Teacher Interaction revised by Mr. Jiang guangrong and Student Descriptive Questionnaire I revised by Mr. Dong qi etc do great help to the study. The credibility and validity of those are analyzed and proved. Results show that they are appropriate for the study.The study makes use of a 2-level hieratical linear model to detect the relation between two dimensions of head teacher style at both the individual level and the class level and eight aspects of pupil's self-concept. Results show there is strong correlation between head teacher style and pupil's self-concept, excepting physical abilities' self-concept. Especially, at the class level, head teacher style gives an explanation to over 40% total variance. Head teacher style has the most influence on general-school, reading, and peer relation.Actually, head teacher style's effects on eight respects of pupil's self-concept do not be equal. Head teacher style is the most influence on pupil's general-school, reading, parent relations, and general self. Also, mathematics, physical appearance, and peer relation take the second place. Physical abilities' self don't be influenced by teacher style.Influences of two dimensions of head teacher style on eight respects differ a lot At the individual level, the influence of the "cooperate-opposition" dimensionality is greater than that on "dominate-submissive" dimension for physical appearance,general-school, reading, parent relation, and mathematics. However, the influence of the "dominate-submissive" dimension is greater than that on "cooperate-opposition" dimension for peer relation, and general self. Beside, at the class level, the influence of the "dominate-submissive" dimension is stronger than that on "cooperate-opposition" dimension for general-school, mathematics reading, and peer relation.At the individual level, the correlations between head teacher style and general-school, physical abilities, reading, peer relation, and general self vary on different classes.In a word, it's good for pupil's self-concept development if head teacher tends to show severe, leading, helpful, and understanding attitude and behavior during the process of mutual intercourse.Anymore, the third variable "grade" influences the correlation between head teacher style and pupil's self-concept. Although the influence don't cover the whole area, in some aspects influences do exist, such as the correlations between head teacher style and mathematics, general-school, and general self vary on three grades.