Author(s)

Cheng-Ping Chang¹, Chiung Wen Hu²

¹Department of Education, National University of Tainan.
²Graduate Institute of School Entrepreneurship and Management, College of Education, National Tainan University.

Modern schools are faced with enormous pressure and require educators to constantly grow professionally in response to various social changes. Thus, in the light of current challenges, this study examined the self-efficacy of elementary school directors. The relationships between and influences on communication competence, emotional intelligence (EI), and self-efficacy were investigated through the example of Kaohsiung elementary school directors, and the moderating effect of EI on the relationship between communication competence and self-efficacy was tested. This study employed a questionnaire survey through which an effective sample of 272 Kaohsiung elementary school directors was obtained. Research tools included Spitzberg and Cupach’s (1989) interpersonal communication competence scale, Tschannen-Moran and Gare-is’s (2004) principal sense of efficacy scale, and Wong and Law’s (2002) EI scale. Data was analyzed using SPSS statistical software. The results indicated 1) a significant positive effect of communication competence on self-efficacy; 2) a significant positive effect of EI on self-efficacy; and 3) a moderating effect of EI on the relationship between communication competence and self-efficacy.

Communication Competence, Self-Efficacy, Elementary School Directors, Emotional Intelligence

Chang, C. and Hu, C. (2017) Effect of Communication Competence on Self-Efficacy in Kaohsiung Elementary School Directors: Emotional Intelligence as a Moderator Variable. Creative Education, 8, 549-563. doi: 10.4236/ce.2017.84043.