本研究旨在探討國內校長服務領導與學校效能關聯性之實際效應量，採用後設分析法進行數據分析與討論，藉由整合17篇文獻及研究數據，探討校長服務領導與學校效能之關聯性，並分析調節變項所帶來的影響力。 本研究提出以下三項結論如下：壹、校長服務領導與學校效能在整體層面間具有高度且正向的關聯性；貳、整體校長服務領導與學校效能分層面間具有高度且正向的關聯性；參、校長服務領導與學校效能關係間存在調節變項，包括任教階段及碩士學歷比等研究特徵具有調節作用。 最後，根據上述研究結論，提供相關教育相關人員與單位研究建議作為參考，並提供未來研究建議作為後續研究者研究之依據。 / The main purpose of this research is to prove the correlation between principals’ servant leadership and school effectiveness in Taiwan. The present research employs meta-analysis as methodology based on the findings of 17 master theses concerning principals’ servant leadership and school effectiveness, and moderator the two variables as the relationship between study characteristics are. This result indicates as following: 1.There is a positive and high correlation between whole principals’ servant leadership and school effectiveness. 2.There is a positive and moderate correlation between whole principals’ servant leadership and school effectiveness. 3.Education ratio and school location is the variable that moderates the effect size of principals' servant leadershiand school effectiveness. Based on the above findings, the researcher provided several suggestions for school leadership, education practices and future research.

MEd / Department of Curriculum Studies and Educational Management

The purpose of this study is to explore school principals’ perceptions of the possible effects and benefits of formal university-based education management development programmes (EMDPs) on their practical work in schools. It also aims to inquire into the kinds of challenges that principals in South Africa, specifically in the province of KwaZulu-Natal (KZN), are faced with in the post-apartheid era and their perceptions of the extent to which these EMDPs meet or fail to meet their needs and those of their schools. In this study I move from the basic premise that professional development is critical for all principals and that given the new conditions that exist in SA post-1994, more than ever, the ideal situation would be for all principals to be trained so as to enable them to deal effectively with the changed and constantly changing conditions that prevail in schools. The study is guided by the following general research question: What are the perceptions of school principals of the benefits of formal EMDPs on their practices in school? The following related questions are also addressed, namely i) What are the links between formal EMDPs and the needs of school principals? ii) What kinds of challenges do principals in KZN face in the post-apartheid era and what are their perceptions of the extent to which EMDPs have met or failed to meet their needs and those of their schools? Working in an interpretivist research paradigm within a qualitative research design, the inquiry used document analysis, content analysis of research literature and semi-structured interview methods. Data were analysed using a grounded theory approach in an effort to make sense of the meanings that the participants, mainly the school principals, in this study give to their experiences of EMDPs. One of the main findings of this study is that some principals demonstrated the ability to reflect on their professional development programmes and to make connections between theory and research and some of the challenges that they encounter. The other main insights of the study include the following: a) Regarding their content and context, and according to the participants, EMDPs in KwaZulu-Natal (KZN) have major shortcomings in relation to needs assessment and analysis, programmatic aims and objectives, recruitment and selection of candidates, and field-based learning experiences. However, EMDPs are perceived to have been successful in areas such as understanding the environments for which principals need to be developed, the application of leadership and management development content to organisational settings, and in their modes of delivery. b) Although a majority of principals recognised the need to change and work within the new democratic environment ushered in by the new socio-political dispensation in SA, a few principals expressed their challenges with engaging in shared leadership and shared decision making in schools. c) Pertaining to the perceptions of school principals regarding the value of EMDPs in KZN, the majority of principals felt that although they were still struggling with a number of post-1994 challenges, EMDPs had equipped them, for the most part — albeit inadequately — to deal with the challenges that they face in schools. d) School principals highlighted what they saw as two significant aspects (emerging themes) in the professional development of principals: i. Though very critical of training workshops in their current form, school principals in this study saw training workshops as important vehicles for assisting principals to keep abreast of the developments in the leadership and management of their school, as a means for providing opportunities to share and learn from the experiences of others, and as an avenue for collaborative problem solving; ii. A majority of school principals emphasised what they regarded as the important role played by experiences beyond the formal education management development programmes, in the effective running of schools. Apart from presenting “thick descriptions” of the voices of school principals regarding the effects of the post-1994 changes on their practices and the extent to which EMDPs are perceived to have met principals and school needs, the significance of this study lies in plugging the gap of previous impact analysis studies by, amongst other things, not only focusing on the perceptions of the recipients of the EMDPs, but also focusing on the views of the EMDP providers and the policy makers. This study therefore presents critical insights which may be invaluable in the future development of EMDPs and in the improvement or modification of existing ones. / Thesis (PhD)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

This mixed methods study shed light on the issue of attrition within Catholic education and points to opportunities for leaders to improve the effectiveness of elementary and secondary schools as well as identify barriers impacting access to poor and vulnerable populations. The purpose was to: describe factors eighth-grade Catholic school students and their parents consider in choosing a high school; determine correlations between degree of satisfaction with Catholic elementary schools and perceptions of programs in Catholic high schools; and understand the extent students’ and parents’ identified attributes corresponded to their high school selection. Quantitative data was generated from surveys of a proportionally stratified sample of 610 eighth-grade students and parents from 25 Catholic elementary schools in Los Angeles County. Qualitative data was yielded from follow up interviews of nine parents whose graduating children were not matriculating to a Catholic high school. Statistically significant differences in the importance of factors were found between parent and student, among participant ethnicity, and among family income level. While expense was the primary reason for not attending a Catholic high school, it was most often in combination with at least one of several other reasons. Strong correlation between satisfaction of elementary school and perceptions of high school was prevalent among participants, particularly parents and those matriculating to private and public high schools. With attrition found to be highest among students of color, lower middle-income families, and girls, recommendations for school improvement practices and collaboration with diocesan, higher education, and foundation leaders are presented.

The purpose of the study was to explore the experiences of the school community with regard to the outcomes of a school improvement program (SIP) on the effectiveness of Sidama Zone schools. It was primarily a qualitative study, which explored the experiences of the school community with regard to the outcomes of the SIP. Four schools were purposefully selected. The data were collected by means of interviews, focus-group discussions, observations and relevant documents, and analyzed focusing on thematic categories. The findings indicated that in schools where there existed a strong collaboration of the school community in the planning, decision-making, monitoring and evaluation processes, the improvement initiatives were owned by all in the school and the performance of the schools was enhanced. On the other hand, the lack of collaboration in the school community negatively affected the performance of those schools. Besides, in all the schools the CPD was challenged by the resistance of the teachers, the lack of resources and poor implementation strategies. It also became apparent that the teachers' commitment to support each other and their students, to implement active learning methods and continuous assessment contributed to the effectiveness of the better-performing schools. Findings further revealed that to the contrary, these actions were loosely implemented in the poorly-performing schools. Though the peer learning approach was implemented, it became evident that there were mixed views regarding its benefits. The availability of the necessary facilities created an environment conducive to learning in schools one and three. Although there were attempts to implement extra-curricular activities for the social and emotional development of the students, its implementation was negatively affected by a lack of coordination and resources in the schools. In the poorly-performing schools, the school environment was found not to be conducive to teaching and learning. In the better-performing schools, the feedback from the school community was used as an input to make adjustments to the improvement process, and this created a feeling of ownership that led to the effectiveness of the schools. The outcomes of the study indicated that the promotion-rate of the students to the following grade was considered as a measure of the effectiveness of the schools. Conversely, the lack of proper participation of the school community in the school’s affairs, the lack of proper leadership support, the teachers’ resistance to participate in CPD, the non-existence of training opportunities and workshops for the teachers, and the shortage of resources were reported as challenges. From the findings it has been concluded that the SIP has contributed to school effectiveness in the schools that have properly managed the change process as opposed to those schools which remained poorly performing due to low level of SIP implementation. Finally, monitoring the SIP cycles, building trust between the principals and the teachers, creating a link between the schools and other institutions, introducing recognition mechanisms, and providing support to the poorly-performing schools were indicated as strategies to enhance the effectiveness of the school. / Educational Leadership and Management / D. Ed. (Education Management)

本研究旨在探討竹苗區國民中學教師知覺校長願景領導、學校組織氣氛與學校效能之關係。為達研究目的，首先蒐集相關文獻資料加以探討分析，瞭解校長願景領導、學校組織氣氛與學校效能之內涵，以建立本研究架構之理論基礎，及問卷編製的依據。在實證研究上採調查研究法，以竹苗區公立國民中學教師為樣本對象，採「分層隨機抽樣」方式，進行研究資料的蒐集，共發出600份問卷，有效問卷582份，回收可用率達97.0%。問卷回收後，分別以描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關及逐步多元迴歸等進行統計分析。 綜合文獻探討及調查研究結果，本研究獲致研究結論如下： 一、竹苗區國中教師知覺校長願景領導屬於中高程度，其中以「願景的發展與宣導」層面最佳。 二、竹苗區國中教師知覺學校組織氣氛屬於中高程度，其中以「教師承諾行為」層面最佳。 三、竹苗區國中教師知覺學校效能屬中高程度，其中以「有效的教學品質」層面最佳。 四、在「校長願景領導」方面，不同「學校位置」背景變項之國中教師，知覺校長願景領導有顯著差異。 五、在「學校組織氣氛」方面，不同「性別」、「現任職務」、任職學校「校長性別」及「學校位置」背景變項之教師，知覺學校組織氣氛有顯著差異。 六、在「學校效能」方面，不同「學校規模」及「學校位置」背景變項之教師，知覺學校效能有顯著差異。 七、竹苗區國中校長願景領導與學校組織氣氛具有顯著相關。 八、竹苗區國中校長願景領導與學校效能具有顯著相關。 九、竹苗區國中學校組織氣氛與學校效能具有顯著相關。 十、竹苗區國中校長願景領導與學校組織氣氛對學校效能具有顯著預測作用。 根據以上研究結果，提出具體建議，提供教育行政機關、學校行政及教師未來相關研究之參考。 / The overall objective of this study is to estimate the associations among the principal’s visionary leadership, school organization climate, and school effectiveness in Hsinchu and Miaoli junior high schools. To achieve the research purposes, a literature review was conducted to understand the principal’s visionary leadership, school organization climate and school effectiveness, and then to establish the fundamental theory of this study and develop questionnaires. This is a cross-sectional survey study using stratified random sampling design. The study recruited teachers in Hsinchu and Miaoli areas public junior high schools. A sample of junior high school teachers in Hsinchu and Miaoli areas, stratified random sampling, issued a total of 600 parts, 582 valid questionnaires, the effective rate of 97.0% questionnaires. The collected data was analyzed by descriptive analyses, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis. The main findings of the study include： 1.Moderate-high teacher’s perceptions of the principal’s visionary leadership were shown, and “development and propaganda of the vision” had the highest level. 2.Moderate-high teacher’s perceptions of the school organization climate were shown, and “teacher’s commitment behaviors” had the highest level. 3.Moderate-high teacher’s perceptions of the school effectiveness were shown, and “effective teaching quality” had the highest level. 4.School location showed significant effect on teacher’s perceptions of the principal’s visionary leadership. 5.Teacher’s gender, current position, principal’s gender, and school location showed significant effects on teacher’s perceptions of the school organization climate. 6.School scale and location showed significant effects on teacher’s perceptions of the school effectiveness. 7.Principal’s visionary leadership and school organization climate were positively correlated. 8.Principal’s visionary leadership and school effectiveness were positively correlated. 9.School organization climate and school effectiveness were positively correlated. 10.Principal’s visionary leadership and school organization climate were significant predictors of school effectiveness. According to the above research conclusions, the suggestions are proposed to be used as reference by educational institutions, school administrative units, and teachers in the future.

Στη μελέτη αυτή διερευνάται η επίδραση που ασκεί η μονιμότητα και η θητεία του διευθυντή σχολείου δευτεροβάθμιας εκπαίδευσης στη σχολική αποτελεσματικότητα και ενδυνάμωση. Αρχικά, με την επισκόπηση της υπάρχουσας βιβλιογραφίας, προσδιορίζονται οι όροι σχολική αποτελεσματικότητα και σχολική ενδυνάμωση, παρουσιάζονται οι μεταξύ τους διαφοροποιήσεις και τα σημεία σύγκλισης και αναλύονται οι παράγοντες ενδυνάμωσης του σύγχρονου σχολείου. Στη συνέχεια, εξετάζεται ο ρόλος του διευθυντή, σύμφωνα με τις θεωρητικές προσεγγίσεις της σχολικής αποτελεσματικότητας και της σχολικής ενδυνάμωσης και η επίδραση της μόνιμης και με θητεία διευθυντικής θέσης στην άσκηση των καθηκόντων που απορρέουν από το ρόλο του. Τέλος, με τη μέθοδο της ανάλυσης των γραπτών τεκμηρίων, επιχειρείται η παρουσίαση του θεσμικού πλαισίου που αφορά στο διευθυντή σχολείου δευτεροβάθμιας εκπαίδευσης, από τη θεμελίωση του εκπαιδευτικού συστήματος στην Ελλάδα μέχρι τις μέρες μας και ερευνάται η επίδραση που είχε η καθιέρωση της μονιμότητας και της θητείας του διευθυντή στη διαμόρφωση ενός αποτελεσματικού και ενδυναμωμένου σχολείου αυτής της βαθμίδας. / The present study seeks to explore the effects the tenure and non-tenure of the school leader in secondary education have on school effectiveness and school empowerment. Firstly, the terms school effectiveness and school empowerment are designated, their inter-differentiation and their points of convergence are presented and the factors that lead to the empowerment of the contemporary school are analyzed, according to the existing bibliography. Secondly, the role of the school leader, according to the theoretical approaches for school effectiveness and school empowerment, as well as the effect of the tenured and non-tenured position of a school leader on the duties deriving from his/her role, are examined. Finally, the presentation of the Legal framework with regard to the school leader in secondary education is attempted by the method of analysis of the written evidence, from the establishment of the Greek Educational system till nowadays and the effect of the establishment of the tenure and non-tenure of the school leader on the configuration of an effective and empowered school of this level, are also examined.

摘 要 本研究主要在探討高中職校長轉型領導、學校知識管理與學校效能的關係。為達成研究目的，首先進行轉型領導(transformational leadership)、知識管理(knowledge management)及學校效能(school effectiveness)的相關文獻分析，並發展調查問卷初稿，經過預試後之項目分析及因素分析等過程，據以建構「高中職學校狀況調查問卷」研究工具。隨後依學校所在地區分為北區、中區、南區及學校類別屬於高中或高職，採分層叢集隨機取樣之方式，抽取台灣地區之高中職學校教師1300人進行問卷調查，問卷回收率為91.62%，剔除無效樣本31人，有效樣本人數為1160人。研究資料，使用SPSS for Windows 11.5版進行統計分析；依研究目的，除了做描述性統計之外，並依調查樣本背景之不同，進行單因子變異數分析（one-way ANOVA），考驗不同背景變項之差異情形，並以Scheffé法進行事後比較；另以典型相關（canonical correlation）、皮爾遜積差相關（Pearson product-moment correlation）及逐步多元迴歸分析（stepwise multiple regression analysis）等統計方法，了解校長轉型領導、學校知識管理與學校效能各層面間的相關及預測情形；最後並以訪談做深入之探討。綜合文獻分析、問卷調查之統計考驗及訪談資料分析，本研究獲得以下結論： 一、目前高中職校長之轉型領導最常使用「建立願景」，較少使用「個別關懷」；知識管理較為注重「顯性知識」及「知識中心」層面；學校效能則關注於「行政領導」及「學生表現」層面。 二、教師服務學校校長為男性者，其在轉型領導各層面及整體層面的知覺，顯著高於服務學校校長為女性者。 三、高中職校長轉型領導、學校知識管理及學校效能的知覺，隨背景因素不同而有顯著差異：高中職之男性教師高於女性教師；年長資深教師顯著高於年輕資淺教師；兼任行政職務之教師顯著高於未兼行政職務之教師；私立高中職學校教師顯著高於公立高中職學校教師；中南部高中職教師顯著高於北部高中職教師。 四、高中職校長轉型領導與高中職學校知識管理有顯著相關。 五、高中職「校長轉型領導」、「學校知識管理」各層面與「學校效能」有高度相關。 六、高中職「校長轉型領導」各層面變項，對「學校效能」的解釋變異量約為61.9%，以「啟發才智」最具有預測力。 七、高中職「學校知識管理」各層面變項，對「學校效能」的解釋變異量達59.2%，以「人員系統」及「隱性知識」最具有預測力。 依據研究所得結論，本研究最後並分別對教育行政機關、高中職校長、學校及後續研究提出建議，提供校長轉型領導、學校知識管理及提升學校效能之參考。 / Abstract This study aimed to explore the correlations among three factors, i.e. school effectiveness, knowledge management and transformational leadership of senior/vocational high school principals. In order to achieve the objective of this study, the methods of literature review about the correlated themes were first adopted, and then this study proceeded to do the first draft questionnaire survey. After the processes of item and factor analysis from the prior test, the research instrument–“The questionnaire of senior/vocational high schools” was formed according to the above analysis. Afterward, all schools here were divided into north district, middle district, south district, senior high and vocational high based on their location and category to do cluster sampling. The survey subjects included teachers from senior high and vocational high schools in Taiwan, namely, 1300 teachers were sampled through the way of random. The rate of retrieve was 91.62% and the valid samples were 1160 copies, exclusive of the ineffective samples. The research data acquired was analyzed by SPSS for Windows 11.5 version based on the research purpose. The statistic procedures included the means, standard deviation and one-way ANOVA, examining variances in different variables. Scheffé method was used for post-comparison to examine the interrelations among each subject groups. Besides, canonical correlation, Pearson & stepwise multiple regression analysis were applied in the research to comprehend interrelations as well as predictions among the three aspects of transformational leadership from principals, knowledge management in schooling and school effectiveness. Further exploration on the issue was made through the interviews. According to the integrated analysis, which was from the adoption of research methodologies of literature review, questionnaire survey and interview. And the conclusions were as follows: 1. For the topic of “Transformational leadership of a principal from senior /vocational high schools”—The way of “establishing perspective” was used instead of “individuals concerns” commonly; And “dominate knowledge” as well as “knowledge center” were emphasized on the issue of knowledge management. With regard of the theme of school effectiveness, the “administration leadership” and “students’ behavior” were paid much close attention to. 2. Male principals performed much higher effectiveness than female principals on the transformational leadership in consciousness. 3. The consciousness from transformational leadership, knowledge management and school effectiveness differed greatly from backgrounds. Male teachers were higher than female teachers. Experienced teachers were more superior to new teachers. Teachers served in administration position were more excellent than common teachers. Teachers from private schools were finer than those from public schools. Teachers from middle or south Taiwan were greater than those from north Taiwan. 4. There were remarkable interrelations between “ transformational leadership” and “ knowledge management”. 5. The strong interrelation among the “transformation leadership”, “knowledge management” and “school effectiveness” occurred obviously. 6. The cumulative variance of transformational leadership to the school effectiveness was about 61.9%. And the “inspired intelligence” possessed strongly predictable effects. 7. The cumulative variance of knowledge management to “school effectiveness” was about 59.2%. And “ the staffing systems” and “ recessive knowledge” held the strongly predictable effects. According to the conclusions of this study, the further suggestions were provided to the department of educational administration, principals from senior/vocational high schools and schools for reference and the views of promoting research about “transformational leadership”, “knowledge management” and “school effectiveness” were raised also.

本研究旨在探討台北市幼稚園教育人員資訊素養與學校效能之現況及其關係，並依據研究分析結果，提出結論與建議，期能提供日後幼稚園提升教育人員資訊素養與學校效能之參考。 本研究採用問卷調查法，以研究者自編之「幼稚園教育人員資訊素養與學校效能調查問卷」為研究工具，研究對象為台北市公私立幼稚園之教育人員(含園長、主任、組長及教師)，共抽取630位為研究樣本，回收有效問卷共計440份，回收率為69.8%。問卷回收後分別以「平均數」、「標準差」、「單因子變異數分析」、「獨立樣本t考驗」、「Pearson積差相關」、「多元逐步迴歸」以及「結構方程模式」等統計方法進行分析，根據研究分析結果歸納岀以下幾項結論： 一、台北市幼稚園教育人員資訊素養之現況大致良好，在網路能力層面較佳，惟在圖書館能力及電腦軟硬體能力層面有待加強。 二、台北市幼稚園教育人員的與學校效能之現況大致良好，普遍重視幼兒學習表現，惟在社區家長支持層面有待加強。 三、台北市幼稚園教育人員資訊素養能力會因年齡、服務年資、教育程度、園所規模及園所屬性之不同，而有顯著差異。 四、台北市幼稚園教育人員在知覺學校效能方面會因教育程度、園所屬性之不同，而有顯著差異。 五、台北市幼稚園教育人員資訊素養與學校效能間呈現正相關之關係。 六、背景變項與資訊素養各層面對學校效能整體有顯著的預測作用。 七、資訊素養對學校效能有正向的影響。 / This study is aimed at investigating the current conditions and relationships of educational personnel information literacy and school effectiveness in preschools of Taipei City. Furthermore, conclusions and suggestions are provided based on the findings in order to give preschools some suggestions to facilitate educational personnel information literacy and school effectiveness. This study adopts the research method of questionnaire survey.“ Educational Personnel Literacy and School Effectiveness in Preschool Questionnaire” was designed from literature review. The subjects of questionnaire survey include principals, directors, team leaders and teachers in preschools of Taipei City. The samples were 630 educational personnel in preschools and the returned valid questionnaires were 440, making the return rate of 69.8%. The valid sample data was analyzed by various statistical methods such as mean, standard deviation, one-way ANOVA, t-test, Pearson correlation, stepwise multiple regression analysis and structural equation modeling. These conclusions of this research were summarized below: 1. The current conditions of educational personnel literacy in preschools of Taipei City were good, “Network literacy” was the better one, while “Library Literacy” and “Computer Software and Hardware Literacy” should be improved. 2. The current conditions of school effectiveness in preschools of Taipei City were good, “Children learning outcome” was the better one, while “Assistance from community and parents” should be improved. 3. The general performance of educational personnel information literacy in preschools of Taipei City varied significantly from different age, seniority, educational background, preschool dimension and preschool property. 4. The general performance of school effectiveness in preschools of Taipei City varied significantly from different educational background and preschool property. 5. There was positive relationship between educational personnel information literacy and school effectiveness in preschools of Taipei City. 6. The background variations and information literacy were appropriate indicators in predicting school effectiveness. 7. Information literacy positively affects school effectiveness.

本研究旨在探討國民小學的公共關係、組織創新經營與學校效能之關係，以瞭解目前國內國民小學推動公共關係的情形，以及確認組織創新經營與學校效能之高低情形，以作為國民小學行政實務運作的參考，以達成學校校務革新與發展的目的。 本研究採用調查研究法，並根據研究目的，研究問題及文獻探討結果，編製「國民小學公共關係、創新經營與學校效能現況調查問卷」進行預試，並依據因素分析結果編製正式問卷進行調查研究。本研究以台灣地區公立國民小學的教師為母群體，依北、中、南、東四區以分層隨機抽樣方法進行抽取樣本，總計抽取1375 位國小教師，回收有效樣本1023人。問卷調查結果採用描述性統計、Pearson積差相關、t 檢定、單因子變異數、多元迴歸分析、結構方程模式等統計方法進行分析。 本研究之主要發現如下： 一、國民小學公共關係實際情況良好，並以「成果回饋」為最佳。 二、國民小學創新經營表現良好，並以「行政運作創新」為最佳。 三、國民小學學校效能實際情況良好，並以「溝通協調」最佳。 四、國民小學公共關係、創新經營與學校效能三者間具有正向的關聯。 五、國民小學公共關係及創新經營的分層面對學校效能有正向預測作用。 六、國民小學公共關係可透過組織創新經營，增強對學校效能的正向影響力。 依據以上之研究發現，本研究對教育行政機關、學校與未來研究分別提出以下建議： 一、對教育行政機關之建議： （一）應給予教職員工更多進修機會，鼓勵終身學習。 （二）提供具體策略，有效降低小型與大型學校辦學壓力。 （三）將公共關係與創新經營之課程納入培育課程中。 （四）訂定獎勵辦法推動學校行銷與創新。 二、對學校之建議： （一）加強教師參與，使所有成員共同參與校務推動。 （二）尊重資深教師之經驗及意見，善用人力資源。 （三）積極鼓勵教職員工進修以落實終身學習理念。 （四）提供與建置相關資源，鼓勵教師發揮創造力。 （五）都會區大型學校，應強化溝通機制，追求團隊合作。 三、對未來研究之建議： （一）研究對象方面，建議擴大研究群體。 （二）研究方法方面，建議兼採質性研究。 （三）研究變項方面，建議納入其他變項進行分析。 / The main purposes of this study are: (1) to understand the present condition of public relations, organization innovative management, and school effectiveness in the elementary schools; (2) to analyze the diversity of different background variables in public relations, organization innovative management, and school effectiveness in the elementary schools; (3) to discuss the relationships among the public relations, organization innovative management, and school effectiveness in the elementary schools; (4) to investigate the preditive analysis of public relations, organization innovative management, and school effectiveness in the elementary schools; (5) to conclude the path relationships among public relations, organization innovative management, and school effectiveness in the elementary schools. The present study applied literature analysis and questionnaire survey method. According to related literature, the theoretical foundation was constructed and “Elementary School Public Relations, Organization Innovative Management, and School Effectiveness Survey Questionnaire” was organized. 117 elementary schools were chosen randomly from north, central, south, and east regions in Taiwan. Totally there were 1023 elementary school teachers. Subjects’ viewpoints about elementary school public relations, organization innovative management, and school effectiveness were collected. The data were analyzed by descriptive statistics, one-way ANOVA, Pearson product-moment correlation, stepwise regression, and structural equation modeling. The findings of this research were as follows: 1. The perceptions from the elementary school teachers about public relations are positive. And “outcome feedback” is the highest. 2. The perceptions from the elementary school teachers about organization innovative management are positive. And “administration operation” is the highest. 3. The perceptions from the elementary school teachers about school effectiveness are positive. And “communication and coordination” is the highest. 4. There are significant relationships between school effectiveness and public relations as well as between school effectiveness and organization innovative management. 5. Public relations and organization innovative management can effectively predict school effectiveness. 6. The results from the structural equation model indicated that there is a positive indirect effect between public relations and school effectiveness when organization innovative management served as a mediator variable. Based upon the findings, some suggestions are addressed for educational administrators, elementary schools, and future researchers. 1. For educational administrators (1)Provide more opportunities of further education and encourage lifelong learning. (2)Administer effective and concrete strategies about lower stress in large and small school management. (3)Include public relations and innovative management among the curriculum of administrator preparation. (4)Prompt school marketing and innovation by reward. 2. For elementary schools (1)Amplify the scope of teacher participation in school management. (2)Respect senior teachers’ experiences and opinions by human resource management. (3)Encourage school members to participate in further education and achieve the vision of lifelong learning. (4)Provide correlative resources and encourage teachers to amplify creativity. (5)Reinforce communicative mechanism and pursuit team cooperation in large and urban schools. 3. For future researchers (1)The samples should be expanded. (2)Qualitative studies should be adopted to make more in-depth data. (3)More demographic variables and environmental variables should be added.