本研究的目的主要在探討（一）國民中學校長轉型領導、交易領導之現況。（二）國民中學兼行政教師職業倦怠之現況。（三）國民中學校長轉型領導、交易領導對兼行政教師職業倦怠是否有影響力。（四）不同背景變項的國中兼行政教師所知覺校長轉型領導、交易領導之差異。（五）不同背景變項的國中兼行政教師職業倦怠之差異。（六）國民中學校長轉型領導、交易領導與兼行政教師背景變項對兼行政教師職業倦怠是否具有預測功能。 研究採用問卷調查法，以桃園縣52所國民中學全體兼行政教師為母群體，選取39校542位兼行政教師為受試者，並以改編之「國民中學校長轉型領導與交易領導問卷」與「國民中學兼行政教師工作感受問卷」施測，計回收有效問卷460份。所得資料以SPSS/PC10.0統計套裝軟體進行統計分析，並透過描述統計、單因子變異數分析、Pearson積差相關分析、多元逐步迴歸等統計方法加以分析與解釋，所獲得主要結論如下： 一、國民中學校長整體轉型領導、交易領導及各分層面（「被動的例外管理」除外）領導行為屬中上程度，且校長轉型領導行為略高於交易領導行為。 二、國民中學兼行政教師因婚姻、職位、學校規模等背景變項之不同在知覺校長轉型領導上有顯著差異；因職位之不同在知覺校長交易領導上有顯著差異。 三、國民中學兼行政教師職業倦怠感屬中下程度，其中在「工作投入」上最高，其次依序為「工作情緒」、「工作價值」、「工作表現」。 四、國民中學兼行政教師因婚姻、行政年資、職位等背景變項不同在職業倦怠上有顯著差異。 五、國民中學校長整體轉型領導、交易領導及各分層面（「被動的例外管理」除外）領導行為，與兼行政教師職業倦怠有負相關存在。 六、在國民中學兼行政教師職業倦怠的預測上，以「建立願景」最具預測力，其次依序為「婚姻」、「被動的例外管理」、「職位」、「魅力影響」。 　　根據研究結果對教育行政機關及校長提出建議如下： 一、教育行政機關應建立健全之校長培訓暨進修制度。 二、教育行政機關應硏擬增加兼行政教師之待遇與福利制度。 三、校長應吸取領導新知、提昇自我專業領導知能。 四、校長應多運用轉型領導、妥慎運用交易領導行為。 五、校長應多鼓勵女性教師及資深教師兼任學校行政職務。 六、校長應鼓勵並協助未婚教師拓展社交層面，尋求社會支持系統，以降低職業倦怠。 七、校長應帶領學校成員建立各項完善之校務制度，並對兼行政教師充分的授權及適時關懷協助，以降低職業倦怠。 關鍵字：轉型領導、交易領導、職業倦怠 / The research on the relation between the leaderships of junior high school principals in transactional leadership and transformational leadership and the burnout of concurrently administrative teachers －a sample study of Taoyuan County Abstract This research mainly focuses on the discussing of (1) the current status of junior high school principals’ leaderships in transaction and transformation; (2) the currentstatus of burnout of junior high school concurrently administrative teachers ; (3) whether it or not the transactional leadership and transformational leadership of the principals have the influence on the burnout of junior high school concurrently administrative teachers; (4) the teachers with different background variables perceive the differences on the principals’ transactional leadership and transformational leadership; (5) the differences on the different background variables to the burnout of junior high school concurrently administrative teachers ; (6) whether it or not there is prediction of the leaderships of principals to the background variables of the concurrently administrative teachers’ burnout. The research conducts the survey study with concurrently administrative teachers from 52 junior high schools in Taoyuan County as the main study group -- randomly selecting 39 schools 542 concurrently administrative teachers to receive the surveys. They were given the revised versions of “the questionnaire of juniorhigh school principals’ transactional leadership and transformational leadership” and“the feedback questionnaire of junior high school concurrently administrativeteachers’ work”. 460 valuable questionnaires were received back and detaileddiscussed. The obtained data carries on the statistical analysis by the SPSS/PC10.0 statistics software package, descriptive statistics, one-way ANOVA analysis of variance , and Pearson product-moment correlation analysis and multiple stepwise regression and explains in advanced. The obtained conclusion as follows:The whole leadership with transactional leadership, transformational leadership and to each level of leadership behavior (excluding the passive management by exception) conducting by junior high school principals meets the middle upper level. Also it is to say that the principals with transactional leadership are slightly higher than those with transformational leadership. 1. Because of the background variables in the marriage status, position, and the size of school, junior high school concurrently administrative teachers have different perceptions in the transformational leadership of the principals. Because of the different positions, the teachers have different perceptions in the transactional leadership of the principals. 2. The burnout of the teachers meets the middle lower level. Among all, work investment is the highest and following by work emotion, work value, and work performance. 3. The different background variables in the marriage status, the number of year experience, and the position have obvious differences in the degree of burnout. 4. There is negative correlation between the whole leadership with transactional leadership, transformational leadership and to each level of leadership behavior (excluding the passive management by exception ) and the burnout of concurrently administrative teachers . 5. For predicting the burnout of concurrently administrative teachers, establishing the vision of schools is the most predictable, following by marriage, passive management by exception, position, and charm influence. According to the research result, it suggests to the government institution of education and school principals as follows: 1. The government institution of education should establish a complete system for school principals to train up and take advanced courses. 2. The government institution of education should plan on the policies of compensation and welfare of concurrently administrative teachers. 3. School principals should absorb new knowledge of leadership and promote self-knowledge in professional leadership. 4. School principals should utilize the transformational leadership and properly utilize the transactional leadership. 5. School principals should encourage female and senior teachers to take a part of administration. 6. School principals should encourage and assist unmarried teachers to develop social relations and seek a social support group to reduce the burnout. 7. School principals should lead all school members to establish complete policies, empower concurrently administrative teachers and show care to them to reduce the burnout. Key words：transformational leadership、transactional leadership、burnout

本研究主要是探討國民中學校長轉型領導、交易領導與教師工作投入之間的關係。採問卷調查方式，以台北市、台北縣及桃園縣三縣市之公立國民中學之教師為調查對象，隨機各抽取若干所學校為樣本；再以簡單隨機抽樣的方式每校抽取10位教師，共抽取1070位教師為樣本。本研究問卷回收640份，剔除收回樣本資料填答不全者，合計有效樣本為593份，回收率為59.81﹪，可用率為55.42﹪。 一、 本研究結果有以下之結論： （一）國民中學校長經常交互運用轉型和交易領導行為，且運用轉型領導行為多於交易領導行為。 （二）在不同年齡、男性教師、兼任行政職務的背景變項方面，國民中學教師所知覺校長轉型領導、交易領導行為有顯著差異。 （三）國民中學教師工作投入情況良好。以「工作專注」向度得分最高，「工作準備」向度次之，最後為「工作樂趣」向度。 （四）在不同年齡、已婚國中教師、兼任行政職務教師、學歷、年資等背景變項方面，國民中學教師工作投入有顯著差異。 （五）國民中學校長轉型領導行為級交易領導行為與教師工作投 入均呈現正相關。 （六）在國中教師整體工作投入之預測上，轉型領導之「啟發智 能」及個人背景變項之「年齡」、「性別」、「專任教師職務」等四個變項達到顯著水準。其聯合預測力或解釋國中教師整體工作投入的總變異量為24.0﹪，其中以「啟發智能」之預測力最佳。 二、 本研究建議如下： （一）對教育行政機關的建議： 1.定期舉辦校長領導專業知能研習課程，增進國民中學校長對領導理論的瞭解及領導技巧的運用。 2.建立健全之國民中小學校長培訓制度，以培植優秀領導人才 3.制定完善的國民中學行政人員任用制度，以激勵教師工作投入 （二）對國民中學校長的建議 1.國中校長應綜合運用轉型領導與交易領導，以提高教師之工作投入。 2.鼓勵教師擔任行政職務、教學領導者，以促進教師工作參與感。 3.宜協助與關照資淺、年輕及未婚教師，以促進其工作投入 （三）對未來研究的建議 1.在研究對象方面，本研究有關校長轉型領導、交易領導係由教師的觀點來知覺校長領導行為，因此研究對象僅限於教師，未來的研究若能加入校長自評，使兩者可以相互參照驗證，將使研究內容更為豐富。 2.研究變項方面，建議後續研究者，就就工作投入而言，可就工作價值觀、工作意義、工作滿足、組織承諾等方面來探討。進一步求得較完整地全面性的瞭解。 3.研究工具方面，未來研究者可參考國內外量表自行修訂完善之研究工具，可考慮設計開放性題目，以更深入了解研究對象，讓研究結果更有價值。 4.增加研究方法，本研究因限於人力、時間的限制，故僅採問卷調查法，僅就數據分析結果，初步證實校長領導和教師工作投入之間相關具預測力，但未包含與人接觸的質化研究方法，建議後續研究者，利用深度訪談、參與觀察、個案研究、行動研究等方式，深入瞭解影響教師工作投入關鍵所在，找出更多、更有利的影響因素。 / This research mainly discusses the relation between the transformational leadership and transactional leadership of junior high school principals and the job involvement of junior high school teachers. Survey study is adapted and randomly selects numbers of samples in a pool of public junior high schools in Taipei city, Taipei county, and Tao Yuan county. Randomly simple selected selection in advance, 10 teachers in each sample school; totally 1070 teachers received questionnaires. 640 survey questionnaires were returned back and to be evaluated – rejecting those incomplete filling up and ending up with 593 valuable ones. Returning ratio was 59.81%; valuable ratio was 55.42%. First, the result of the research comes to the following onclusions: 1.Junior high school principals often mutually utilize transformational and transactional leadership behaviors and utilize transformational leadership more often than transactional leadership. 2.From the background variable aspect, including the disparity in age, male teachers and concurrently taking a part in administration, there is an obvious difference in the perception of the teachers to the transformational and transactional leadership of their principals. 3.The job involvements of junior high school teachers are good. The phase of job dedication values the highest; the phase of job preparation values the next; the phase of job pleasure values the last. 4.From the background variable aspect, including the disparity in age, married teachers, concurrently taking a part in administration, educational background, and the years of teaching service, there is an obvious difference in the job involvement of junior high school teachers. 5.The transformational leadership behaviors of junior high school principals have positive correlation with the job involvement of the teachers and so do the transactional leadership behaviors. 6.In the prediction of the junior high school teachers’ whole job involvement, four variables, which are the inspiring intelligence of transformational leadership and age, sex, and exclusive teachers of personal background variables, reach the certain standard. To synthesize prediction or explain the whole job involvement of junior high school teachers, its total variation is 24.0% and especially, the prediction of inspiring intelligence is the best. Second, this research suggests the followings: (A) The suggestions to the educational governmental institutions: 1. To enhance the understanding of leadership theory and the utilization of leadership skills, the seminars specializing in the knowledge of leaderships to principals are held constantly. 2. To train excellent leaders, it is suggested to establish a complete training system to junior high school principals and elementary school principals. 3. To motivate the job involvement of teachers, it is suggested to set an engaging system for junior high school administrative personnel. (B) The suggestions to junior high school principals: 1. To raise the job involvement of teachers, junior high school principals should mutually utilize transformational leadership and transactional leadership. 2. To press forward the job participation of teachers, the principals should encourage teachers to take a part in administration or to be teaching leaders. 3. Principals can help and look after those teachers who have fewer years in teaching service and are young, unmarried to promote their job involvement. (C) The suggestions to further researches: 1. In the objects of the study, this research is limited to the teachers only. For the further study, it is good if the principals’ self-evaluations are considered to get reference in mutual verification. This will enrich the research content. 2. In the phase of the research variables, it is suggested to the following-up researchers; in speaking to the job involvement, they can take job values, job significance, and job satisfaction into discussions to get more entire, complete understanding. 3. In the phase of the research tool, it can be considered to design opening questions so that deeply understanding to the research objects is revealed which the result of the research more valuable. 4. It is suggested to the following-up researchers to enhance the research methods, such as, depth interview, participation and observation, case study, action study. For which, the pivotal point of effecting teachers’ job involvement can be deeply understood to discover more and advantageous influencing factors.

本研究主要目的，除了在於瞭解台灣地區國中校長轉型領導、交易領導、教師人格開放型/封閉型與知覺學習型組織的現況外，進一步探討：1.國中校長轉型領導、交易領導、教師開放型/封閉型人格與學習型組織之間的關係。2.教師開放型/封閉型人格在知覺校長領導模式之間的關係。3.分析國中校長轉型領導、教師開放型/封閉型人格在學習型組織上的交互影響。4.分析國中校長交易領導、教師開放型/封閉型人格在學習型組織上的交互影響。5.探討國中教師背景變項對知覺學習型組織之關係。 本研究係以台灣地區國中教師為對象，採用分層立意抽樣方式，共抽取29所國民中學701位教師，所得有效樣本517人。研究工具為校長轉型領導量表、交易領導量表、武斷性量表、學習型組織知覺量表進行調查研究。統計分析主要使用多變項變異數分析、單因子變異數分析、獨立樣本變異數分析及其它描述性統計。 本研究的主要結論如下： 一、台灣地區國中教師知覺轉型領導/交易領導、教師開放型/封閉型人格與知覺學習型組織現況。 二、國中校長運用轉型領導程度的不同，會影響教師知覺學習型組織的特徵。 三、國中校長交易領導的運用，對教師知覺學習型組織有著不同的影響。 四、封閉型教師比開放型教師知覺到較多學習型組織部分層面。 五、國中校長轉型領導運用、教師開放型/封閉型人格對教師知覺學習型組織，僅部分層面有交互作用。 六、國中校長交易領導、教師開放型/封閉型人格，在知覺學習型組織上，有部分交互作用。 七、國中校長運用交易領導對於封閉型教師影響力較大。 八、教師背景變項對其知覺學習型組織有顯著差異影響。 本研究針對上述研究主要結果加以討論，以提出對有關人員及未來研究之建議： 一、推動學習型社會，教育行政當局除進行宣導外，也應設計具體實施計劃，並實際推行到教育基層單位。 二、持續性舉辦學習型組織研習，提供教師研習之機會。 三、提供校長專門的進修研習管道，設計校長領導成長課程。 四、校長應多運用轉型領導之各層面，以利教師知覺學習型組織。 五、校長應妥善運用交易領導各層面，以增進教師對學習型組織的知覺。 六、校長應認知教師不同開放型/封閉型人格在知覺其領導的影響。 七、校長應多鼓勵女性教師、資淺、未接任行政工作之教師，多參與學校事務的運作。 八、教師應多參與學校事務。 九、對未來研究建議：研究方法可擴大使用問卷以外的方式，研究變項可進一步探討其它影響學習型組織之因素，研究工具應盡量設計符合國情使用。 / This research is aimed mainly to help understand the status quo of such issues in Taiwan as the transformational leadership of junior high school principals, the transactional leadership, teacher’s openness personality and closeness personality, and the learning organization. My further emphasis is therefore put on: 1. the relations between the transformational leadership of junior high school principals, the transactional leadership, teacher’s openness personality and closeness personality, and the learning organization, 2. the relations between the teacher’s openness personality/closeness personality and the principal’s cognitive leadership mode, 3. the analysis of the interactive effects of the transformational leadership of junior high school principals and teacher’s openness personality and closeness personality on the learning organization, 4. the analysis of the transactional leadership of junior high school principals and teacher’s openness personality and closeness personality on learning organization, and 5. the study on the relations between junior high school teacher’s background variables and the learning organization. This research sampled the teachers in Taiwan by means of purposive sampling and 517 effective samples were received and analyzed from questionnaires delivered to 701 teachers from 20 junior high schools. The research tools used in this paper were the principal transformational leadership scale, the transactional leadership scale, the dogmation scale, and the learning organization scale according to which this research is conducted. The statistic analysis was made mainly according to multi-variables analysis, single variable analysis, independently sampling variables as well as other descriptive statistical tools. This paper is concluded as: 1. that the status quo of junior high school teacher’s transformational leadership / transactional leadership and teacher’s openness personality / closeness personality, and the learning organization is provided and analyzed, 2. that a junior high school principal, by employing different degrees of transformational leadership, may impose an effect on the characteristics of teacher’s learning organization, 3. that a junior high school principal, in terms of employing transactional leadership, may impose an effect on the characteristics of teacher’s learning organization, 4. a teacher with closeness personality recognizes more details and facts with respect to the learning organization than a teacher with openness personality, 5. that the transformational leadership, used by a junior high school principal, and the teacher’s openness or closeness personality have an interactive effect on the learning organization, but only to a limited degree, 6. that the transformational leadership used by a junior high school principal and the teacher’s openness or closeness personality have a partially interactive effect on the learning organization, 7. that the transformational leadership used by a junior high school principal have more influence on the teachers with closeness personality, and 8. that the background variables of a teacher have a significant influence on his/her learning organization. This research mainly discusses the results aforementioned and proffers recommendations with respect to the personnel concerned and those who would like to conduct any future research. These recommendations are summarized as: 1. that the education authorities should give an impetus to a learning-typed society by declaring and promoting their policies as well as by designing concrete plans which are aimed to be implemented throughout all educational units, including those at basic level, 2. that symposia characterizing research and study on the learning organization should be held on a regular basis, which may offer teachers an opportunity for further research and study, 3. that a channel of R&S should be established, mainly targeting principals, and the courses should be designed to promote their growth, 4. that a principal should make use of transformational leadership extensively in order to help his teachers ameliorate their recognition of the learning organization, 5. that a principal should make use of transactional leadership extensively in order to help his teachers ameliorate their recognition of the learning organization, 6. that a principal should recognize that a teacher’s openness personality or closeness personality has its impact on the learning organization, 7. that a principal should encourage female teachers, junior teachers, and teachers who do not take on administrative work to participate in the operations of school affairs. 8. that teachers themselves should take part in the de facto operations of school affairs in a wide basis, and 9. that thereupon and with respect to future study that a research method could be applied in ways other than questionnaires, that other research variables could be further included to discover other parameters that might influence the learning organization, and that research tools should be designed to suit local conditions where the researchers are.

本研究旨在使用後設分析方法，以了解國內外有關校長轉型及交易領導與教師組織公民行為之關係，分析文獻包含2000年至2012年之國內外博碩士論文、會議及期刊論文等等，總計共有27篇研究報告及13,525位研究對象。研究包含探討變項間之相關以及調節變項之影響，經同質性考驗後，研究結果發現以下五項結論： （一）校長轉型領導與教師組織公民行為具有正向關聯性。 （二）研究地區、學校層級、受試者男性所占比率、研究發表類型與問卷回收率，對校長轉型領導對教師組織公民行為具有調節效果。 （三）校長交易領導與教師組織公民行為存有正向關聯性。 （四）學校層級、研究年代與問卷回收率，對校長交易領導對教師組織公民行為具有調節效果。 （五）校長轉型領導相較於交易領導與教師組織公民行為之相關聯程度更強。 最後，依據研究結論針對實務及後續研究提出相關建議以供參考。 / The main purpose of this study is to investigate the overall relationships of both transformational and transactional leadership with teacher’s organizational citizenship behavior by using meta-analysis methods. Data were collected from 27 independent studies which include master & doctoral dissertation, theses in seminar and journal papers at home and aboard during 2000-2012. There were 27 research studies with a combined sample of 13,525 participants. The study discussed the relationship between the variables and the effects of the moderators. Testing of homogeneity, there were five major findings of this study as follows:（1）It found a positive relationship between principal’s transformational leadership and teacher’s organizational citizenship behavior.（2）The research areas, the school level, the sample ratio of men, the type of study published and the response rate were found as the significant moderators between principal’s transformational leadership and teacher’s organizational citizenship behavior.（3）It found a positive relationship between principal’s transactional leadership and teacher’s organizational citizenship behavior. （4）The school level, the year of research and the sample ratio of men were found as the significant moderators between principal’s transactional leadership and teacher’s organizational citizenship behavior.（5）Compared to transactional leadership, the transformational leadership of principals were found to have stronger positive correlations with teacher’s organizational citizenship behavior. According to the results, some suggestions were proposed for practical applications and future researches.