本研究旨在探討國民小學校長空間領導、學校創新經營與學校效能之關係，針對校長空間領導、學校創新經營與學校效能進行差異比較、相關與逐步多元迴歸分析，進而驗證三者間的結構方程模式。 首先蒐集、探討國內外相關文獻，作為研究的理論基礎，採用問卷調查法，分層隨機抽取臺北市、新北市、桃園縣公立國民小學1,252位教師為受試者，回收問卷1,172份，有效問卷1,130份，回收率93.61%，可用率96.42%。所得資料以SPSS22.0版及AMOS22.0版統計套裝軟體進行處理，採用獨立樣本t考驗、單因子變異數分析、積差相關分析、逐步多元迴歸分析與線性結構方程模式等方法進行統計分析，獲致主要結論如下： 一、國民小學校長空間領導、學校創新經營與學校校能的實施現況呈現良好。 二、不同性別、年齡、教育程度、服務年資、現任職務之教師在國民小學校長空間領導、學校創新經營與學校效能具有顯著差異。 三、不同學校規模、學校地區、學校歷史之教師在國民小學校長空間領導、學校創新經營與學校效能具有顯著差異。 四、國民小學校長空間領導、學校創新經營與學校效能三者之間均存在中高度正相關。 五、國民小學校長空間領導、學校創新經營能有效預測學校效能。 六、國民小學校長空間領導、學校創新經營與學校效能的關係結構模式得到驗證支持。國民小學校長空間領導對學校創新經營及學校效能，以及學校創新經營對學校效能的影響有直接效果。 七、學校創新經營具有校長空間領導對學校效能的中介效果。 最後，根據文獻分析、研究結果，提出建議以供教育行政主管機關、國民小學校長及後續研究之參考。 / The purpose of this study is to learn the relationships among the primary school principal space leadership, innovative school management, and school effectiveness. Comparing and analyzing the differences, relationships, and stepwise regression between principal space leadership, innovative management, and school effectiveness, the researcher tries to build and verify a model for these three elements. To build the foundation of the model, the researcher review related literature from all over the world. The researcher applies questionnaire survey and used stratified random sampling method to select target samples from Taipei City, New Taipei City, and Taoyuan County teachers. 1252 questionnaire were issued, 1172 retrieved, and 1130 valid questionnaires. The retrieved rate and availability was 93.61% and 96.42, respectively. SPSS22.0 and AMOS22.0 software as well as independent sample t test, one-way analysis variance, product moment correlation, stepwise regression, and linear structural relations model are conducted as the statistical methods in this study. According to the results, this study has obtained the following conclusions. 1. Primary school principals perform well in space leadership, innovative school management, and school effectiveness. 2. Genders, ages, education levels, teaching experiences, and current positions of sampling teachers show difference on the principal space leadership, innovative school management, and school effectiveness survey. 3. School scales, locations, and history of the sampling teachers show difference on the principal space leadership, innovative school management, and school effectiveness survey. 4. There are mid to high positive correlations between any two of principal space leadership, innovative school management, and school effectiveness. 5. Principal space leadership and innovative school management can be applied to predict school effectiveness. 6. The study’s result supports the relation structural model between principal space leadership, innovative school management, and school effectiveness. 7. Primary school principal space leadership has a direct effect on innovative school management and school effectiveness. Innovative school management also has direct effect on school effectiveness. 8. Innovative school management is a mediation variable for principal space leadership and school effectiveness. Innovative school management has the mediation effect on principal space leadership and school effectiveness. The research findings and suggestions can serve as reference for educational authorities, elementary school principals and subsequent related studies.

本研究旨在探討新竹地區（新竹縣、市）國民中學學校創新經營、組織公民行為與學校效能之關係。研究採調查研究法，共計抽樣25所學校，發出 650 份問卷，回收 560 份有效問卷，回收率為 86％。資料處理分別以描述性統計、t檢定、單因子變異數分析、積差相關、迴歸分析等統計方法進行統計分析。 本研究獲致下列之結論： 一、國中教師對整體學校創新經營現況知覺程度為中上，其中以「資訊科 技創新經營」感受最佳，「外部環境創新經營」則仍有待努力。 二、國中教師對整體組織公民行為之現況感受為中上程度，其中以「不爭 利營私」最受重視，「認同組織」則有待加強。 三、國民中學整體學校效能的現況尚稱良好，其中以「教師專業成長」最 受重視，「社區認同支持」則有加強的空間。 四、「學校歷史」是影響學校創新經營、組織公民行為與學校效能的重要 背景變項，創校10以內的學校表現較佳。 五、「性別」是影響學校創新經營、組織公民行為與學校效能的重要背景 變項，男性普遍高於女性。 六、「年資」是影響學校創新經營、組織公民行為與學校效能的重要背景 變項，新進5年以內的教師表現較佳。 七、「學歷」是影響學校創新經營、組織公民行為與學校效能的重要背景 變項，一般大學畢業的教師表現普遍較高。 八、「職務」是影響組織公民行為與學校效能的重要背景變項，兼任行政 教師普遍較高。 九、「年齡」是影響組織公民行為的重要背景變項，41歲以上的教師表現 普遍較佳。 十、國中學校創新經營的情況愈佳，教師組織公民行為的情形也愈佳。 十一、國中學校創新經營的情況愈高，則學校效能愈佳。 十二、國中教師組織公民行為愈高，則學校效能也愈佳。 十三、學校創新經營對學校效能具有預測力，而且以行政管理最具預測力 十四、組織公民行為對學校效能具有預測力，而且以認同組織最具預測力 十五、學校創新經營與組織公民行為對學校效能具有預測力，且以分層面 「行政管理創新經營」的預測力最佳。 依據研究之結論，研究者提出具體建議，以供學校及教育行政機關後續提昇學校效能之可行做法，以及未來相關研究之參考。 一、強化資訊網路系統、鼓勵知識分享，以提升學校效能。 二、營造和諧的校園氣氛，公開表揚教師的組織公民行為。 三、重視教師專業成長，確保學校效能的展現。 四、肯定女性教師，提供更多校務參與機會。 五、鼓勵教師參與行政工作，深度認識加強認同。 六、鼓勵勇於創新與改變，營造正向的創新校園。 七、加強教師組織公民行為，對學校的認同，以提昇學校效能。 八、加強與社區互動，爭取社區成員的認同支持。 / The purpose of this study is to explore the relationships between school innovative management and teacher’s organizational citizenship behavior and school effectiveness of junior high schools in Hsin Chu County and Hsin Chu City. Questionnaire survey method is adopted. The samples include 25 schools and 650 questionnaires were distributed. There were 560 valid questionnaires used finally in the statistic analysis and the usable rate is 86%. All data collected were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, Multiple regression etc. The conclusions are as follows: 1.The current states of school innovative management in junior high school are good. Comparing all dimensions, “information and technology ” is the best; “exterior relationship” is the worst. 2.The whole performance of teacher’s organizational citizenship behavior is good. Among the sectional scores, “the dimension of non-benefit-orientated” is the highest. 3.School effectiveness shows medium-high level, especially “the professional development of teachers.” 4.The “school history” is the most important environment factor to affect school innovative management and teacher’s organizational citizenship behavior. 5.The “gender” is the most important background factor to affect school innovative management, teacher’s organizational citizenship behavior and school effectiveness. 6.The “years of service in education” is the most important background factor to affect school innovative management, teacher’s organizational citizenship behavior and school effectiveness. 7.The “highest of educational diploma” is the most important background factor to affect school innovative management, teacher’s organizational citizenship behavior and school effectiveness. 8.The “position of teacher” is the most important background factor to affect teacher’s organizational citizenship behavior and school effectiveness. 9.The “age” is the most important background factor to affect teacher’s organizational citizenship behavior. 10. The better the school innovative management will be, the more the teacher’s organizational citizenship behavior will be. 11.The higher the level of school innovative management is, the higher level of school effectiveness will be. 12. The more the organizational citizenship behavior will be, the higher the school effectiveness will be. 13. The school innovative management can predict the school effectiveness, and “administration and management” is the primary predictable variable. 14. The teacher’s organizational citizenship behavior can predict the school effectiveness, and “the identifying oneself with the organization” is the primary predictable variable. 15. The school innovative management and the teachers’ organizational citizenship behavior can predict the school effectiveness, and “administration and management” is the primary predictable variable. Findings and conclusion in this research could be used as a reference for sahool,board of education and researchers to promote practice in operation and future research.

根據教育部幼兒教育統計資料，可以知道國內幼兒園之學生人數與幼兒園之學校數量是出現反向的關係，這也反映了國內除了少子化的現象外，更顯現幼兒園的學校數量有過剩的情況，如此供過於求的失衡現況，將影響國內幼兒園經營的環境。因此，政府提出了幼托整合政策，其主要目的在於夫妻養育孩子費用增加而造成少子化的問題，以及雙薪家庭居多影響到小孩托育問題等影響因素，幼稚園和托兒所的雙重制度，可能不符合當今社會的需求。 　　有鑑於此，本研究欲透過創新經營策略的導入，對幼兒園經營的影響進行探討，故藉由量化及質化問卷調查蒐整資料，且輔以檢定、交叉分析、歸納分析、文獻探討、個案分析等方法，據以瞭解在幼托整合政策實施後，幼兒園導入創新經營策略所後之實質效益。研究結果發現整合資源的重要性最高、學校屬性不同影響幼兒園的選擇管道、私立幼兒園較著重創新經營之策略。此外，從專家訪談中，可以體會幼托整合政策的實施，若幼兒園可以導入創新經策略係可以提高幼兒園的運作與服務品質。

本研究旨在探究國民中學教師所知覺的校長知識領導、學校組織學習與學校創新經營效能之關係，根據研究結果提出建議，以做為教育行政機關、國民中學校長，以及未來相關研究之參考。 本研究以桃竹苗四縣市國民中學之教師為對象，採問卷調查法，以「國民中學校長知識領導、組織學習與學校創新經營效能問卷」進行抽樣調查，抽取 450 位教師為樣本，回收 398 份，回收率為 88.4%，以描述統計、t 考驗、單因子變異數分析、積差相關分析、多元逐步迴歸等統計方法加以分析。獲得以下結論： ㄧ、桃竹苗四縣市國民中學整體校長知識領導現況屬良好程度，各層面以 「充實專業領導知能」最好，以「激勵學校成員學習」最差。 二、教師任教年資及教師最高學歷之變項之對於校長知識領導的知覺具有 顯著差異；教師性別、教師職別等變項無顯著差異。 三、不同學校地區、學校規模、學校歷史、校長年齡、校長在該校服務年 資、擔任校長總年資及校長學歷等學校背景變項之教師對於校長知識 領導的知覺具有顯著差異；不同校長性別變項無顯著差異。 四、桃竹苗四縣市國民中學整體組織學習現況屬良好程度，各層面以「資 訊運用」最好，以「團隊學習」最差。 五、不同教師最高學歷背景變項之教師對於學校組織學習的知覺具有顯著 差異；不同教師性別、教師職別變項無顯著差異。 六、不同學校規模、學校歷史、校長性別、校長年齡及校長學歷背景變項 對於組織學習的知覺無顯著差異；校長在該校服務年資、擔任校長總 年資等背景變項有顯著差異。 七、桃竹苗四縣市國民中學整體學校創新經營效能現況屬良好程度，各層 面以「學生表現創新效能」最好，以「行政服務創新效能」層面程度 最後。 八、不同教師任教年資、教師最高學歷變項之教師對於學校創新經營效能 的知覺具有顯著差異；不同教師性別、教師職別等變項無顯著差異。 九、不同學校地區、學校規模、校長性別、校長年齡、校長在該校服務年 資、擔任校長總年資，以及校長最高學歷等背景變項有顯著差異；不 同學校歷史背景變項之教師對於學校創新經營效能的知覺無顯著差異。 十、校長知識領導與學校創新經營效能之間具有正相關；組織學習與學校 創新經營效能之間具有正相關。 十ㄧ、校長知識領導各層面以「激勵學校成員學習」、「建立合作信任關 係」、「展現知識創新行動」對學校創新經營效能具有預測力，總解釋 變異量為 34.6%。 十二、組織學習「系統思考」、「團隊學習」、「資訊運用」及「溝通交流」 四層面對整體學校創新經營效能均具有預測力，總解釋變異量為 77.7%。 十三、校長知識領導與組織學習對學校創新經營效能之聯合預測， 共有「系統思考」、「團隊學習」、「資訊運用」、「溝通交流」、「激勵 學校成員學習」及「建立合作信任關係」六個層面對整體學校創新 經營效能具有預測力，總解釋變異量為79.5%。 最後，根據研究結果提出下列幾點建議： ㄧ、對教育行政機關的建議 (一)規劃知識領導相關課程及訓練，加強校長知識領導能力。 (二)領導知識領導特質之校長。 (三)實質鼓勵教師兼任行政工作。 (四)辦理降低班級學生人數政策，有效紓解都會區學校壓力。 (五)提供校長更多進修與研習機會，持續增進校長領導知能 二、對國中校長的建議 (ㄧ)建立組織學習的觀念及推動共識。 (二)營造良好的學習型學校環境。 (三)激勵新進、年輕、新血輪加入行政行列：培養學習型領導人才，建立新 的領導力。 (四)發展學校特色。 三、進一步研究建議 (ㄧ)研究對象可納入不同層級。 (二)納入其他研究變項。 (三)在研究內容方面。 / The main objective of this study is to investigate the relationship among principals’ knowledge leadership, teachers’ organizational learning, and school innovative management effectiveness which teachers perceive, and to propose suggestions based on the results, for the reference of educational administration authorities, junior high school principals, and relevant future studies. In this study, faculty of junior high schools in Taoyuan,、Hsinchu and Miaoli Area is picked as subjects and questionnaire survey is adopted. The researcher formulates “junior high school principals’ knowledge leadership, teachers’ organizational learning, and school innovative management effectiveness questionnaire,” and randomly selects 450 teachers as samples. In a rate of 88.4%, 398 replies are returned and then analyzed in methods of descriptive statistics, t-test, one-way ANOVA, product-moment correlation analysis and stepwise multiple regression. The following conclusions are obtained: 1.The present situation of principals’ change leadership is up to fine level. Among all the aspects, “enriching the professional competency” ranks to top,while”encouraging school members for learning” ranks otherwise. 2.Teachers ‘ age and higher degree perceive principals’ knowledge leadership significantly differently; while teachers of other variables such as gender, age, and service seniority show no significant difference. 3.Different school district ,、school size 、school history 、principal’ age local seniority, total seniority and education background perceive principals’ knowledge leadership significantly differently; while teachers of other variables such as gender shows no significant difference. 4.The present situation of teachers’ organizational learning is up to fine level. Among all the aspects, “information usage” ranks to the top, while “team learning” ranks otherwise. 5.Teachers of different demographic variables such as education level perceive teachers’ organizational learning significantly differently; while the variable of gender and duties shows no significant difference. 6.Teachers of different demographic variables such as school size and principals’ education level perceive teachers’ organizational commitment significantly differently; while some other variables such as school history; principals’ gender, age, local seniority, and total seniority show no significant difference. 7.The present situation of school innovative management effectiveness is up to fine level. Among all the aspects, “innovative effectiveness of pupil performance” ranks to the top, while “innovative effectiveness of administrative service” ranks otherwise. 8.Teachers different seniority and the highest degree perceive school innovative management effectiveness significantly differently; while teachers of other variables such as gender, duties show no significant difference. 9.Teachers of some demographic variables such as school district 、school size 、 principals’ gender、 age、 local seniority, total seniority and the highest degree perceive school innovative management effectiveness significantly differently; while some other variables such as school size; principals’ gender, local seniority, total seniority, and education level show no significant difference. 10.Principals’ knowledge leadership is positively related to school innovative management effectiveness; teachers’ organizational learning is also positively related to school innovative management effectiveness. 11.Principals’ knowledge leadership is most predictable for “to encourage school members learning” and “to establish the relation of trust cooperation” among all the aspects of principals’ knowledge leadership, accounting for 34.6% of total variance. 12.Teachers’ organizational learning is predictable for each aspect, including “system thinking,” “team learning,” “information usage,”and ‘communtion” accounting for 77.7% of total variance. 13.When combining principals’ knowledge leadership and teachers’ organizational learning, school innovative management effectiveness is predictable for six aspects, including “system thinking,” “team learning,” ““information usage ‘communtion” “to encourage school members learning” and “to establish the relation of trust cooperation”” accounting for 79.5% of total variance. Finally, based on the results, the following suggestions are proposed: 1.Suggestions for educational administration authorities (1)Arrange related courses and trainings of knowledge leadership to improve principals’ ability of knowledge leadership (2)Lead the principals of knowledge leadership (3)Encourage teachers to serve as administratine duties (4)Reduce the number of classes students and solve the metropolitan area Academic pressure (5)Provide Principals more education and learning opportunities 2. Suggestions for principals in junior high schools （1）To establish the concept of organizational learning and the promotion of consensus （2）To create a good learning school environment （3）Stimulate new, young, new blood to join the executive ranks: the culture of learning leadership talent, and create a new Leadership （4）Development of school characteristics 3.Suggestions for further studies （1）Included different levels （2）Increase the other variables （3）To strengthen research content

本研究旨在探討高等學校組織內部行銷、知識管理與創新經營之相互關係，並依據研究結果提出相關建議。植基於文獻探討，研究建構了三個潛在變項間的影響路徑模式，並提出相關研究工具。研究採問卷調查法，以廣東省702名高校專任教師為研究對象，並分別以描述性統計、獨立樣本t檢定，單因子變異數分析、皮爾森積差相關以及結構方程模式等統計方法對研究資料進行分析。依據資料分析與討論，本研究獲得如下研究結論： 一、廣東省高校組織內部行銷、知識管理與創新經營之現況大致良好。 二、高校教師對高校組織內部行銷的知覺，會因教師的職稱、學校類型、學校歷史與學校所屬區域之不同而存在顯著差異。 三、高校教師對高校知識管理的知覺，會因教師的年齡、職稱、學校歷史、學校規模與學校所屬區域之不同而存在顯著差異。 四、高校教師對高校創新經營的知覺，會因教師的年齡、學校歷史、學校規模與學校所屬區域之不同而存在顯著差異。 五、高校組織內部行銷、知識管理與創新經營之間兩兩正向相關。 六、高校組織內部行銷、知識管理與創新經營之間具有顯著影響關係。 七、高校組織內部行銷可直接影響創新經營，亦可透過知識管理之中介機制，間接對創新經營產生正向影響。 八、本研究所建構的高校組織內部行銷、知識管理與創新經營結構方程模式具有良好的適配度。 最後，本研究依據研究結果提出相關建議，以供高等教育行政管理部門、高校及未來研究之參酌。 / The main purposes of this study were to explore the interactive relationships of organization internal marketing, knowledge management, and innovation management in higher education institutions in Guangdong province. Based on the literature review, this study constructed a path model among three potential variables, and developed research instruments as well. The participants in this study were 702 full-time teachers at higher education institutions in Guangdong province. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson correlations analysis , and SEM. The findings were as follows: 1.Teachers' perception of organization internal marketing, knowledge management, and innovation management is positive. 2. Teachers of different job title, and different types, history and location of higher education institutions showed significant differences on teachers’ perception of organization internal marketing. 3. Teachers of different age, job title, and different history and location of the higher education institutions showed significant differences on teachers’ perception of knowledge management. 4. Teachers of different age, and different history, size and location of the higher education institutions showed significant differences on teachers’ perception of innovation management. 5. There were positive correlations among organization internal marketing, knowledge management, and innovation management. 6. Both organization internal marketing and knowledge management showed a positive direct effect on innovation management. 7. Knowledge management partially mediated the effect of organization internal marketing on innovation management. 8. The SEM model of organization internal marketing, knowledge management, and innovation management exhibited good fit. Based on the results, there are suggestions particularly for education authority, leaders of higher education institutions and for further research.

本研究目的旨在探討國小校長轉型領導、學校文化取向與學校創新經營關係，並剖析不同背景變項、環境變項在校長轉型領導及學校知識創新行為上的差異情形；分析校長轉型領導與學校創新經營之關係；學校文化取向與學校創新經營之關係；校長轉型領導、學校文化取向對學校創新經營的交互作用關係，以及檢定本研究所假設之模式是否適配。 　　本研究兼採文獻分析法與問卷調查法。根據研究目的、研究問題及文獻探討，編製「國小校長轉型領導、學校文化取向與學校創新經營關係調查問卷」，然後依學校所在地區及學校規模大小，抽取台灣地區63所公私立國民小學1435位教師為對象，調查所任教學校校長轉型領導、學校文化取向與學校創新經營之實況，並探究三者間關係。本研究將校長轉型領導分為親近融合、願景與承諾、激勵共成願景、尊重信任、智識啟發與個別關懷；學校文化取向分為團隊文化、權變文化、市場文化與層級文化，而將學校創新經營分為行政管理、知識分享、外部關係、資訊科技，以及課程教學五個向度。調查結果經由內部一致性分析、因素分析、變異數分析、逐步多元迴歸分析以及線性結構關係分析（LISREL）等統計方法，加以處理分析。 本研究主要發現如下： 一、國小校長最注重之轉型領導層面以「激勵共成願景」最高，其次為「願景與承諾」以及「尊重信任」，而「個別關懷」相對較低。 二、目前學校之文化取向趨向「層級文化」與「團隊文化」；相對的重視外部環境控制之「市場文化」取向為最低。 三、在學校創新經營方面，以「課程與教學」、「資訊科技」與「行政管理」創新經營較高，「教師知識分享」與「外部關係」創新經營較為偏低。 四、國小校長運用轉型領導有助於學校創新經營之實踐；其中轉型領導之「智識啟發」、「激勵共成願景」、「願景與承諾」對整體學校創新經營最具預測效果。 五、在學校文化取向方面，以「團隊文化」與「權變文化」最有助於學校創新經營。 六、轉型領導與學校文化取向同為學校創新經營所需要。若校長轉型領導能同時配合促成有助於創新經營之團隊式、權變式學校文化風格，將更有助於學校朝向各方面創新經營實務。 七、教師所知覺校長有較高學歷、年輕以及在該校年數較長者，校長轉型領導的程度較高。 八、中型規模學校與私立學校校長轉型領導的程度較高。 九、年長、資深、兼任行政職務教師所知覺轉型領導的程度較高。 十、位於院轄市、省轄市之學校，其部分學校創新經營的程度較佳。 最後，本研究並對教育行政機關、校長、學校與未來研究提出提出以下之建議： 一、對教育行政機關之建議： （一）校長職前與在職訓練，宜融入轉型領導相關課程。 （二）應加強校長之專業發展，以塑造良性文化與提昇學校創新績效。 （三）應適度控制學校經濟規模，以利於轉型領導之推動。 （四）應定期訪視與考核學校之創新成效，並獎勵績效卓越之經營團隊，以催化學校創新之動力。 （五）應鼓勵各區域內不同學校結合為創新之夥伴學校，彼此合作交流，營造具分享之創新社群。 二、對校長之建議： （一）應增進校長轉型領導之智識啟發、激勵共成願景與願景與承諾層面，以發揮學校創新經營成效；應展現變革的態度與行政支持，以提高學校創新經營績效。 （二）校長於行政管理與資訊科技創新經營方面，尚需加強轉型領導之親近融合與尊重信任層面。 （三）校長宜多個別關懷年紀較輕、年資較淺，以及未兼任行政職務之教師。 （四）校長應同時使用轉型領導及有利於創新之文化取向，以增加學校創新成效。 （五）校長應展現轉型與變革的態度以及對於行政之支持，以提高學校創新經營績效。 （六）校長應積極在職進修，以提昇專業智能。 三、對學校之建議： （一）學校外部關係創新經營層面，應增進學校動態能耐。 （二）應加強教師知識分享創新，以增進創新之可能。 四、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，建議深化研究之脈絡。 （三）研究工具方面，文化取向計分方式調整，並擴充學校創新之向度。 （四）內容方面，建議以知識創新情形為主軸，並將經費之因素納入考量。 / The purpose of this study was to explore the relationships between principal’s transformational leadership and school cultural preference and school innovative management in elementary schools. The difference between principal’s transformational leadership and innovative management of school, principal’s transformational leadership and innovative management of school, school cultural preference and innovative management of school were tested by various demographic variables and environmental variables. Moreover, researcher probed the interaction among them and examined if the assumptive model was appropriate. In the study, principal’s transformational leadership was respectively divided into six dimensions, there were “intimateness and integration” and “vision and commitment” and “visions inspiration” and “respect and trust” and “intellectual stimulation” and “individualized consideration”. School cultural preference, according to Competing value framework, could be divided into four quadrants—clan, adhocracy, market, and hierarchy. Schools’ innovative management were divided into five dimensions, there were “administration and management”, “knowledge sharing”, “exterior relationship”, “information and technology”, and “curriculum and teaching”. The study was proceeding with survey study as well as literature reviews. According to the result of literature review and the purposes and issues of this research, a 6-point Likert-like scale was made for data aggregation. 1435 teachers in 63 public and private elementary schools were surveyed in terms of the school size and location. Finally, 1152 data were collected and used to analyze the status quo of principal’s transformational leadership, school cultural preference and innovative management of school and the relationships among them. The data were analyzed with SPSS Version 10.0 for Windows at the 0.05 level. Statistics methods such as internal consistency, factor analysis, ANOVA, stepwise regression and LISREL were used to data analysis. The findings of this research were listed below: 1. Most of the elementary school’s principal were emphasized on “vision invigoration”, some of them emphasized on “visions and commitment” and “respect and trust”, fewer emphasized on “individualized consideration”. 2. Hierarchy and Clan were the current culture preference of school; Market culture, which took much attention to exterior surroundings, was deserted. 3. On the innovative management of school, “curriculum and teaching” and “information and technology” and “administration and management” were scored higher than “knowledge sharing” and “exterior relationship”. 4. Principal’s transformational leadership induced to the practice of school innovative management; especially the “intellectual stimulation” and “visions invigoration” dimensions were found have higher predictive efficacy than “individualized consideration”. 5. On the school cultural preference, Clan and Adhocracy were more contributive to school innovative management. 6. The appropriateness assumptive model among principal’s transformative leadership, school cultural preference and school innovative management was considered to be fine. 7. Under the consciousness of school teachers, the principals with higher academic background, younger and more experienced did score higher on transformational leadership. 8. The principals who were in middle-sized schools and private schools did score higher on transformational leadership. 9. The schoolteachers who were older, senior, administration experienced were more perceptive to principal’s transformational leadership. 10. The schools which located at Yuan-commanded cities and province- commanded cities scored higher on school innovative management. Based on the findings, several conclusions and recommendations were made for governmental authorities, principals of elementary schools, schools and further researchers.

本研究旨在瞭解當前國民小學組織動態能耐、組織健康氣候與學校創新經營之現況；分析不同背景變項在國民小學組織動態能耐、組織健康氣候與學校創新經營之差異；探討國民小學組織動態能耐、組織健康氣候與學校創新經營之關係；研究國民小學組織動態能耐、組織健康氣候與學校創新經營之預測分析；與推論國民小學組織動態能耐、組織健康氣候與學校創新經營之路徑關係。 本研究採取文獻分析法及問卷調查法。根據文獻資料架構理論基礎，編製「國民小學組織動態能耐、組織健康氣候與學校創新經營調查問卷」，依全省分北、中、南、東四大區域，共抽取93所國小，合計1408位國小教師，對於國民小學組織動態能耐、組織健康氣候與學校創新經營之看法。回收資料經由描述性統計、變異數分析、相關分析、逐步多元迴歸，以及LISREL潛在變項模式等統計方法，所得研究結果如下： 一、國民小學組織動態能耐以「科技應用」為最高，其次為「創新學習」、「學校定位」及「知識管理」，而「行政整合」相對較低。 二、國民小學組織健康氣候以「教師的凝聚力」最高，其次為「同儕領導」、「資源的影響性」及「重視學業成就」，而「機構主體性」相對較低。 三、學校創新經營以「資訊科技創新經營」最高，其次為「外部關係創新經營」、「行政管理創新經營」及「教學分享創新經營」，而「校園規劃創新經營」相對較低。 四、年長、資深及兼任行政之教師所知覺的整體組織動態能耐、組織健康氣候及學校創新經營的程度較高。 五、私立學校之教師所知覺的整體組織動態能耐、組織健康氣候及學校創新經營的程度較高。 六、位於都市、小型學校及新設學校所知覺的整體組織動態能耐、組織健康氣候及學校創新經營的程度較高。 七、組織動態能耐、健康氣候與學校創新經營間具有高相關。 八、組織動態能耐與健康氣候能有效預測學校創新經營。 九、國民小學組織動態能耐、組織健康氣候與學校創新經營量表之二階驗證性因素分析模式適配度佳。 十、組織動態能耐透過組織健康氣候，有助於推動學校創新經營。 研究者依以上研究結果，分別針對主管教育行政機關、校長、教師以及未來研究者提出若干建議。茲分述如下： 壹、對於主管教育行政機關之建議 一、將動態能耐健康氣候學校創新經營納入學校評鑑指標 二、以辦學績效為指標來調整公私立學校的教育資源分配 三、為老舊學校重新注入一股新的活力以提升其創新能耐 貳、對於學校校長之建議 一、安排年長與資深教師協助新進教師經驗傳承 二、提供教師充足的教學資源與協助其專業成長 三、營造有創意的活力校園與人性化的健康校園 四、不因少數家長無理的要求而改變既有的政策 五、透過行銷策略建立學校品牌和提升學校形象 參、對於學校教師之建議 一、應用資訊及網路科技融入教學以增進教學效能 二、由校園資訊與通訊科技平台分享教學相關資訊 三、掌握外在環境的快速變遷建立獨特的創新能耐 肆、對於未來研究者之建議 一、研究對象可再擴大 二、研究議題加深加廣 三、研究方法可更多元 關鍵字：國民小學、組織動態能耐、組織健康氣候、學校創新經營 / The main purposes of this study are: (1) to understand the present condition of dynamic capabilities, organizational health climate, and school innovative management in the elementary school; (2) to analyze the diversity of different background variables in dynamic capabilities, organizational health climate, and school innovative management in the elementary school; (3) to discuss the relationships between dynamic capabilities, organizational health climate, and school innovative management in the elementary school; (4) to investigate the Predicted Analysis of dynamic capabilities, organizational health climate, and school innovative management in the elementary school; (5) to conclude the path relationships between dynamic capabilities, organizational health climate, and school innovative management in the elementary school. The present study applied literature analysis and questionnaire survey method. According to related literature, the theoretical foundation was constructed and 「Elementary School Dynamic Capabilities, Organizational Health Climate, and School Innovative Management Survey Questionnaire」was organized. Ninety-three elementary schools were chosen randomly from north, central, south, and east regions in Taiwan. Totally there were 1408 elementary school teachers. Subjects’ viewpoints about Elementary School dynamic capabilities, organizational health climate, and school innovative management were collected. The data were analyzed by Descriptive Statistic, ANOVA, Correlation Analysis, Stepwise regression, and LISREL8.71.The results are shown below: 1.About dynamic capabilities in the elementary school , technology application is the highest，then innovative learning, school positioning, and knowledge management. And administrative integration is comparatively lower than the others. 2.About organizational health climate, teacher affiliation is the highest, then collegial leadership, influence of resources, and emphasis on academic achievement. Subjectivity of institution is comparative lower than the others. 3.About school innovative management, information technology innovative management is the highest, then external relationship innovative management, administrative management innovative management, and teaching sharing innovative management. And campus planning innovative management is comparatively lower than the others. 4.Teachers, who are senior, experienced, or have administrated jobs, perceive dynamic capabilities, organizational health climate, and school innovative management higher than young, unexperienced teachers. 5.Private school teachers’ perception of dynamic capabilities, organizational health climate, and school innovative management is higher than public school teachers. 6.Teachers’ perception about integral dynamic capabilities, organizational health climate, and school innovative management is higher when they teach in urban, small-scale, and newly-built schools. 7.There is high correlation association between dynamic capabilities, organizational health climate, and school innovative management. 8.Dynamic capabilities and organizational health climate can effectively predict school innovative management. 9.The fit measures of the two-order confirmatory factor analysis model of dynamic capabilities, organizational health climate, and school innovative management is good. 10.By organizational health climate, dynamic capabilities can promote school innovative management According to studied results, some suggestions are addressed for educational administrated institutions, principals, teachers, and future researchers. 1.For educational administrated institutions （1）Bring dynamic capabilities, health climate, and school innovative management into school evaluation indicators. （2）Allot educational resources for public and private schools by school achievement. （3）Rebirth old schools and promote their innovative capabilities. 2.For principals （1）Create opportunities for senior and experienced teachers to share and pass down their experience. （2）Provide teachers with sufficient teaching resources and help them to advance professional development. （3）Construct creative, animate, humanistic, and health campus. （4）Do not change prime policies due to some parents’ unreasonable demands. 3.For school teachers （1）Integrate information and Internet technology into teaching to enhance teaching efficiency. （2）Share teaching resources through campus information platform. （3）Know the outside environment is changed in high-velocity and create unique innovative capabilities. 4.For future researchers （1）There should be more subjects. （2）Researched issue can be deeper and broader. （3）Researched methodologies can be more multi-dimentional. Keyword：the elementary school, organizational dynamic capabilities, organizational health climate, school innovative management

本研究旨在探究國民中學教師所知覺的校長變革領導、教師組織承諾與學校創新經營效能之關係，根據研究結果提出建議，以做為教育行政機關、國民中學校長，以及未來相關研究之參考。 本研究以臺北市立國民中學之教師為對象，採問卷調查法，以「國民中學校長變革領導、教師組織承諾與學校創新經營效能問卷」進行抽樣調查，抽取541位教師為樣本，回收415份，回收率為76.7%，以描述統計、t考驗、單因子變異數分析、積差相關分析、多元逐步迴歸等統計方法加以分析。獲得以下結論： ㄧ、臺北市國民中學整體校長變革領導現況屬良好程度，各層面以「提升危機意識」最好，以「組織變革團隊」最後。 二、不同學歷及擔任職務背景變項之教師對於校長變革領導的知覺具有顯著差異；不同教師性別、教師年齡及教師服務年資等變項無顯著差異。 三、不同學校規模、學校歷史、校長年齡、校長在該校服務年資、擔任校長總年資及校長學歷等學校背景變項之教師對於校長變革領導的知覺具有顯著差異；不同校長性別變項無顯著差異。 四、臺北市國民中學整體教師組織承諾現況屬良好程度，各層面以「努力意願」最好，以「留職傾向」最後。 五、不同教師年齡、教師最高學歷、教師服務年資及教師擔任職務等背景變項教師對於教師組織承諾的知覺具有顯著差異；不同教師性別變項無顯著差異。 六、不同學校規模及校長最高學歷背景變項之教師對於教師組織承諾的知覺具有 顯著差異；不同學校歷史、校長性別、校長年齡、校長在該校服務年資、擔任校長總年資等背景變項無顯著差異。 七、臺北市國民中學整體學校創新經營效能現況屬良好程度，各層面以「學生活動創新效能」最好，以「課程教學創新效能」層面程度最後。 八、不同教師擔任職務背景變項之教師對於學校創新經營效能的知覺具有顯著差異；不同教師性別、教師年齡、教師最高學歷及教師服務年資等變項無顯著差異。 九、不同學校歷史及校長年齡背景變項之教師對於學校創新經營效能的知覺具有顯著差異；不同學校規模、校長性別、校長在該校服務年資、擔任校長總年資，以及校長最高學歷等背景變項無顯著差異。 十、校長變革領導與學校創新經營效能之間具有正相關；教師組織承諾與學校創新經營效能之間具有正相關。 十ㄧ、校長變革領導各層面以「形塑學校文化」及「營造變革環境」對學校創新經營效能具有預測力，總解釋變異量為42.3%。 十二、教師組織承諾「留職傾向」、「努力意願」及「組織認同」三層面對學校創新經營效能均具有預測力，總解釋變異量為36.2%。 十三、校長變革領導與教師組織承諾對學校創新經營效能之聯合預測，共有「形塑學校文化」、「努力意願」、「留職傾向」、「營造變革環境」及「組織認同」五個層面對整體學校創新經營效能具有預測力，總解釋變異量為50.1％。 最後，根據研究結果提出下列幾點建議： ㄧ、對教育行政機關的建議 (一)規劃變革領導相關課程及訓練，提昇新任校長變革領導能力。 (二)多挹注相關資源給小型及老舊學校，以強化學校競爭力。 (三)鼓勵資深且治校有方之校長至亟須大力整頓之小校或老校服務，以救亡圖存，提升學校創新經營效能。 二、對國中校長的建議 (ㄧ)洞悉學校發展需求，掌握時機節奏進行變革領導。 (二)拔擢人才充分溝通，將組織發展目標與個人發展目標相結合。 (三)鼓勵教師在職進修與時俱進，與學校之各項變革相契合。 (四)發揮教師社群力量，授權學歷高有意願教師帶動學校課程與教學創新。 (五)落實教學輔導照顧資淺教師，發揮老幹新枝經驗傳承的力量，並強化組織承諾與留職傾向。 (六)設立各項教師獎勵措施，激勵教師內外在成就動機，增強對學校向心力。 (七)積極爭取經費與各項資源，改善硬體設備，打造嶄新優質的學校環境。 (八)建構各項創新變革方案回饋循環模式，營造創意的學校文化。 / The main objective of this study is to investigate the relationship among principals’ change leadership, teachers’ organizational commitment, and school innovative management effectiveness which teachers perceive, and to propose suggestions based on the results, for the reference of educational administration authorities, junior high school principals, and relevant future studies. In this study, faculty of junior high schools in Taipei City is picked as subjects and questionnaire survey is adopted. The researcher formulates “junior high school principals’ change leadership, teachers’ organizational commitment, and school innovative management effectiveness questionnaire,” and randomly selects 541 teachers as samples. In a rate of 76.7%, 415 replies are returned and then analyzed in methods of descriptive statistics, t-test, one-way ANOVA, product-moment correlation analysis and stepwise multiple regression. The following conclusions are obtained: 1. The present situation of principals’ change leadership is up to fine level. Among all the aspects, “raising the sense of danger” ranks to the top, while “organizing teams for change” ranks otherwise. 2. Teachers bearing different education backgrounds and duties perceive principals’ change leadership significantly differently; while teachers of other variables such as gender, age, and service seniority show no significant difference. 3. Teachers of different demographic variables such as school size and history; principals’ age, local seniority, total seniority, and education background perceive principals’ change leadership significantly differently; while the variable, principals’ gender, shows no significant difference. 4. The present situation of teachers’ organizational commitment is up to fine level. Among all the aspects, “desire for putting efforts” ranks to the top, while “tendency to retain the job” ranks otherwise. 5. Teachers of different demographic variables such as age, education level, service seniority, and duties perceive teachers’ organizational commitment significantly differently; while the variable of gender shows no significant difference. 6. Teachers of different demographic variables such as school size and principals’ education level perceive teachers’ organizational commitment significantly differently; while some other variables such as school history; principals’ gender, age, local seniority, and total seniority show no significant difference. 7. The present situation of school innovative management effectiveness is up to fine level. Among all the aspects, “innovative effectiveness of pupil activity” ranks to the top, while “innovative effectiveness of course and instruction” ranks otherwise. 8. Teachers bearing different duties perceive school innovative management effectiveness significantly differently; while teachers of other variables such as gender, age, education level, and seniority show no significant difference. 9. Teachers of some demographic variables such as school history and principals’ age perceive school innovative management effectiveness significantly differently; while some other variables such as school size; principals’ gender, local seniority, total seniority, and education level show no significant difference. 10. Principals’ change leadership is positively related to school innovative management effectiveness; teachers’ organizational commitment is also positively related to school innovative management effectiveness. 11. School innovative management effectiveness is most predictable for “to shape school culture” and “to establish change environment” among all the aspects of principals’ change leadership, accounting for 42.3% of total variance. 12. Teachers’ organizational commitment is predictable for each aspect, including “tendency to retain the job,” “desire for putting efforts,” and “approval of organization,” accounting for 36.2% of total variance. 13. When combining principals’ change leadership and teachers’ organizational commitment, school innovative management effectiveness is predictable for five aspects, including “to shape school culture,” “desire for putting efforts,” “tendency to retain the job,” “to establish change environment,” and “approval of organization,” accounting for 50.1% of total variance. Finally, based on the results, the following suggestions are proposed: 1. Suggestions for educational administration authorities (1)Arrange related courses and trainings of change leadership to improve newly nominated principals’ ability to lead changes. (2)Invest more relevant resources to small or old schools to make them more competitive. (3)Encourage senior principals who are good at management to aid small or old schools in need, for saving and improving their innovative management effectiveness. 2. Suggestions for principals in junior high schools (1)Understand what is required for school development thoroughly, and seize the timing for processing change leadership. (2)Select talented people, communicate sufficiently, and combine organizational and personal goals of development. (3)Encourage teachers to take in-service education to catch up the pace of the times, and to better cooperate with changes applied at school. (4)Fulfill the power of teachers’ community through authorizing highly educated and willing ones to promote innovation of courses and instructions. (5)Perform instructive guidance and assistance to help less senior teachers, pass on experiences, and strengthen organizational commitment and tendency to retain the job. (6)Establish reward system to inspire teachers’ both inner and outer motivation, and enhance the centripetal force to their school. (7)Actively endeavor to obtain money and resources and improve hardware to build quality environment. (8)Establish circulating feedback pattern of innovative change blueprints to produce creative atmosphere of school.

本研究旨在探討並驗證國民小學教師知識管理、教師組織公民行為與學校創新經營效能之關係。 本研究主要目的為： 一、修訂教師知識管理量表、教師組織公民行為量表以及學校創新經營效能自評量表。 二、了解教師知識管理、教師組織公民行為與學校創新經營效能之關係。 三、探索教師知識管理、教師組織公民行為與學校創新經營效能之現況，並探索增進學校創新經營效能的可行策略。 四、根據教師知識管理、教師組織公民行為與學校創新經營效能的相關文獻與國內的實證研究，提出可供參考的建議。 本研究主要採取「調查研究法」，以新北市與臺北市公立國民小學教師為研究對象，研究工具為研究者修編之「國民小學教師知識管理、教師組織公民行為與學校創新經營效能之關係調查問卷」。發出正式問卷870份，回收可用問卷517份，回收問卷可用率為59.4%。 問卷調查所得資料以SPSS for Windows 12.0版電腦統計套裝軟體進行平均數及標準差統計分析、T考驗、單因子變異數分析及多元逐步迴歸分析等統計方法處理分析。 本研究之研究結果如下： 一、國民小學教師普遍認同學校創新經營效能之效能，且對教師知識管理及教師組織公民行為有正向的知覺。 二、不同職務、不同服務年資、不同學歷的國民小學教師在「教師知識管理」、「教師知識管理」、「教師知識管理」層面的知覺有顯著差異。 三、國民小學教師知識管理、教師組織公民行為與學校效能有直接正相關。 四、國民小學教師知識管理、教師組織公民行為對學校創新經營效能具有正面預測力。

本研究旨在瞭解目前臺北市立公立國民小學校長知識領導、教師工作壓力與學校創新經營效能的現況；探討不同背景下，校長知識領導、教師工作壓力與學校創新經營效能之差異情形；並探析三變項彼此之相關與預測力；檢定三變項的結構方程模式之適配情形及變項間之影響力。本章依據上述研究目的進行文獻探討，提出研究架構，編製「國民小學校長知識領導、教師工作壓力與學校創新經營效能量表」以進行實徵調查。本研究以臺北市之公立國民小學教師為對象，共抽取76所國民小學之912位教師為樣本，回收828份有效問卷，可用卷回收率為90.79％；蒐集的資料以描述性統計分析、t考驗、ANOVA分析、積差相關、多元逐步迴歸、結構方程模式等統計方法進行分析與處理，獲致如下的結果： 一、 臺北市公立國民小學校長知識領導表現為中高程度，以「充實領導知能」得分最高，「展現創新行動」得分最低。 二、 臺北市公立國民小學教師對其工作壓力感受為中低程度，以「工作負荷」壓力感受最高，「人際關係」壓力感受最低。 三、 臺北市公立國民小學學校創新經營效能表現為中高程度，以「環境設備創新效能」得分最高，「行政服務創新效能」得分最低。 四、 臺北市公立國民小學以男性、41歲以上、研究所以上學歷、年資26年以上、擔任主任職務之教師，知覺「校長知識領導」的程度較高。 五、 臺北市公立國民小學以師資班或師大、師院、一般大學教育系大學部畢業學歷、擔任組長、副組長或教師職務、身處學校規模在61班以上之教師，知覺「工作壓力」的程度較高。 六、 臺北市公立國民小學以51歲以上、服務年資16年以上、擔任主任、組長（或副組長）職務之教師，知覺「學校創新經營效能」的程度較高。 七、 臺北市公立國民小學校長知識領導與教師工作壓力、教師工作壓力與學校創新經營效能具低、中度負相關，而校長知識領導與學校創新經營效能具有高度正相關。 八、 臺北市公立國民小學校長知識領導與教師工作壓力對學校創新經營效能具有顯著預測作用，以「校長知識領導」與其層面「整合知識資源」的預測力最佳。 九、 臺北市公立國民小學校長知識領導、教師工作壓力與學校創新經營效能的結構方程模式之適配性檢定獲得支持，能解釋主要變項之關係。 十、 臺北市公立國民小學校長知識領導對學校創新經營效能之影響以直接效果為主。 依據研究結果，本研究在臺北市公立國民小學校長知識領導、教師工作壓力與學校創新經營效能的相關研究上，提出如下的建議： 一、 成立校長知識領導社群，以利校長間領導知能的分享與傳承。 二、 強化學校行政服務與課程教學的創新，以利學校創新經營均衡發展。 三、 降低學校規模、暢通學校溝通管道、營造校內合作氣氛，以利校長知識領導、降低教師工作壓力，提升學校創新經營效能。 四、 透過減課的激勵方式，協助教師減輕工作壓力，以利從事學校創新經營。 五、 鼓勵教師參與校內外或是學位進修，以利教師本職學能的提升，促進行政與教學間互信互助。 六、 提供充裕的時間與空間發展創新，以提升學校創新經營成效。 七、 協助輔導年輕教師，全面提升教師教學成效。 八、 將研究範圍擴大至其它地區或全國，並考慮擴大問卷調查對象至不同層級的教育人員。 九、 可配合採用訪談法、個案研究、德懷術、焦點團體座談等方法，來進行較深入的探討，使研究結果更具有參考價值。 十、 可透過階層線性模式（HLM）來對各變項內之向度做進一步的觀察多層次變項間的關係。 依據研究結論，上述相關建議，俾供教育行政機關、國民小學及未來研究之參考。 / The purpose of this research is to advance understanding of the relationship among public elementary school principals' leadership in knowledge management, teachers' work stress, and effectiveness of schools' innovative management in Taipei city. I analyzed these three variables in different backgrounds of their relationship and prediction. I assessed the adjustment and effects of the structural equation model among three variables. To achieve the purposes, the research involved literature review, proposing a research model and adopting a questionnaire survey: “The investigative questionnaire of relationships among elementary school principals' leadership in knowledge management, teachers' work stress, and effectiveness of school innovation management.” The survey consisted of 912 teachers from 76 elementary schools in Taipei city, and among them, 828 distributed copies were returned as valid. The return rate was 90.79%. The data which were collected underwent statistical treatments such as t- test, one-way ANOVA, Pearson product-moment correlation, multivariate analysis of variance, and structural equation model in order to obtain the results for the stated objectives of the study. The conclusions of this research are as follows: 1. Taipei public elementary school principals have medium-high performance on their practice of leadership in knowledge management. Score the highest in the dimension of "building professional expertise" and the lowest in the dimension of "showing innovative actions." 2. Taipei public elementary school teachers have low-medium work stress. Score highest in the dimension of "work loads" and the lowest in the dimension of " interpersonal relationship." 3. Taipei public elementary schools have medium-high performance in terms of innovative management. Evaluate highest in the dimension of "Innovative performance on school's facilities" and lowest in the dimension of " innovative performance on administrative services. " 4. Among Taipei public elementary school teachers, those who are male, over the age 41, master's degree or above, working more than 26 years, and working as director, have significantly greater awareness of principals’ leadership in knowledge management. 5. Taipei public elementary school teachers, who graduated from Teachers' college with a bachelor's degree, working at a school of over 61 classes, have higher level of work stress. 6. Taipei public elementary school teachers, who are over the age 51, work more than 16 years, serve as director and section chief (or vice section chief), have significantly better awareness of the effectiveness of school innovative management. 7. Taipei public elementary school teachers’ work stress has low-negative correlation to principals’ leadership in knowledge management and effectiveness of school innovative management. Principals’ leadership in knowledge management is high-positively related to effectiveness of school innovative management. 8. Both principals’ leadership in knowledge management and teachers’ work stress serve a predictive function on the effectiveness of school innovative management, especially in the variable of principals’ leadership in knowledge management and the dimension of " integrating knowledge resources " 9. The result of assessment of proper fit on the structural equation model among principals’ leadership in knowledge management, teachers’ work stress, and effectiveness of school innovative management supports and explains the co-relationships of these three variables. 10. The Influence of Taipei public elementary school principal's leadership in knowledge management on schools' innovative management is mainly via direct effects. Based on the findings, the research investigation offers several suggestions for helping school teachers, principles, as well as administrators to implement for a better organizational practice: 1. Establish Leadership community for school principles to exchange and share the knowledge 2. Strengthen the innovation in administrative service as well as course design for a balanced development of school's innovative management. 3. Reduce school scale, open up communication and create cooperative atmosphere within the school for the better leadership, less work stress and to promote the efficiency of innovative operation. 4. Mitigate work stress by reducing school teachers' teaching hours to benefit schools’ innovative operation plans. 5. Encourage teachers to pursue further education. It will not only improves teachers' professionalism but contributes mutual trust between administrators and teachers. 6. Giving sufficient time and space for innovation to benefit the effect of schools’ innovative operation. 7. Provide guidance to young educators to improve teaching quality in all-round manner. 8. Expand research scope to other areas or nationwide and consider expanding the target of questionnaire survey to educators in different levels. 9. Proceed further investigation on the topic with various research methods such as Interview Survey, Case Study, Delphi Technique, Focus Group Interview, etc, which makes the findings more worthy referenced. 10. Using hierarchical linear model to have an empirical research among principals' leadership in knowledge management, teachers' work stress and effectiveness of schools' innovative management. I hope the authority, elementary educators will find the suggestions of this research beneficial to the better organizational development. Key words: principals' leadership in knowledge management, teachers' work stress, effectiveness of schools' innovative management