本研究旨在探討桃園縣國民中學校長之情緒管理與學校效能現況及二者之間的關係，主要採用問卷調查法並以分層比例叢集取樣方式，抽取全縣55個國中之教師585人為樣本對所屬學校校長之情緒管理與學校效能進行調查研究。計回收問卷543份，有效問卷521份。 在研究工具方面，包括「基本資料」、「國民中學校長情緒管理調查問卷」、「國民中學學校效能調查問卷」等三部份。研究資料採用t考驗（t test）、單音子變異數分析（one-way ANOVA）、皮爾遜（Pearson）積差相關、多元逐步回歸分析（multiple stepwise regression analysis）等統計方法，並獲致以下結論： ㄧ、國民中學教師認知所屬學校校長情緒管理能力達中上水準。 二、國民中壆教師認知所屬學校之學校效能尚稱良好。 三、不同性別、年齡、教學年資之教師對校長情緒管理的認知沒有顯著差異。 四、不同教育程度、擔任不同職務之教師對校長情緒管理的認知有顯著差異。 五、不同性別、年齡、學校規模、學校所在地區的校長其情緒管理沒有顯著差異。 六、不同校長年資、教育程度的校長其情緒管理有顯著差異。 七、校長的情緒管理與學校效能表現呈現正向相關。 八、校長「情緒的調適」能力最能預測其學校效能表現。 針對以上研究結果，提供國中校長、教育主管機關、未來研究學者幾點建議作為參考。 關鍵字：國民中學校長 情緒管理 學校效能 / The research is conducted with a view to taking a close look at the contemporary situation between principals’ emotional management and school effectiveness and, furthermore, to exploring the relationship between the two factors. The research methods are based on the questionnaire survey via stratified sampling and cluster sampling. 585 copies of the research questionnaire are distributed to the selected teachers in all the 55 schools in Taoyuan County. Out of the 585 research questionnaires, 543 copies are retrieved and 521 copies are valid. In terms of research tools, the questionnaire designed includes the following three parts: Personal data, Questionnaire on Principals’ Emotional Management in Junior High School and Questionnaire on School Effectiveness of Junior High School. T-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple stepwise regression analysis are main statistical approaches. The following 8 conclusions have been obtained: 1. The perception of junior high school teachers in principals’ abilities of emotional management is intermediate-level. 2. The perception of junior high school teachers in school effectiveness is fair. 3. There is no noticeable difference for the perception of junior high school teachers in principals’ abilities of emotional management when variations are addressed to “gender, age, and the number of years teaching.” 4. There is a significant difference for the perceptions of junior high school teachers in principals’ abilities of emotional management due to different “educational background and positions.” 5. There is no obvious difference for principals’ emotional management when variations are addressed to “gender, age, school size, and school location.” 6. There is an obviously diversity for principals’ emotional management due to principals’ different “educational background and working years” 7. A positive correlation between principals’ emotional management and school efficiency is found in Tao-Yuan Junior High Schools. 8. School effectiveness can be best predicted by the principal’s ability of “emotions adjustment.” According to the results of the study, some suggestions are offered to junior high school principals, educational authorities, and future researchers. Key Terms: Junior high school principals , Emotional management, School effectiveness

本研究旨在從國中女性校長與家長會互動之實際經驗，以微觀之角度深入該場域現象，來探討女性校長與家長會互動之脈絡。首先探討八位女性校長與家長會互動之實際個別經驗，其次分析女性校長與家長會互動之方式與策略，最後提出結論與建議，供女性校長作為辦學之參考。 本研究係採質性研究方法，先尋求願意受訪校長，以訪談方式進行深入對話。共計八位分別任職於小型、中型及大型位居臺北縣市國中女性校長，採取深度的匯談，繼而分析並探討其與家長會互動之情形。 據此，本研究歸納出女性校長與家長會互動之實務經驗有兩部分：（一）互動共同部分；（二）互動不同及特殊部分。國中女性校長與家長會互動策略有：（一）塑造學校眾望所歸的願景與發展學校特色；（二）協助家長會組織健全發展，並提供其所需資源；（三）利用溝通管道，增進彼此雙方了解建立共識；（四）建立學校與家長會的合夥關係，共同討論校務發展；（五）和諧形塑學校優質文化；（六）落實學校本位管理與經營；（七）落實學校與家庭相關親職教育的訓練與進修活動；（八）建立家庭與學校之間的信賴與支持；（九）建立網際網路提昇管理效能的領導。互動策略之分類亦歸納如下：（一）逃避型－保持距離以策安全；（二）整合型－表面層次的合作；（三）單向型－一廂情願有溝沒有通；（四）合作型－攜手共創願景。 最後本研究提出下列建議：（一）對教育行政機關建議（二）對學校行政建議（三）對家長會建議（四）對師資培育機構建議（五）對女性校長建議（六）對後續研究建議 / This study discusses about the atmosphere of interaction models between female junior high school principals and parent-teacher association (PTA). The research approach is microscopic point of view from the practical experiences of the interactions between the two groups. Firstly it observes the personal practical experiences interacting with the PTA of eight female junior high school principals and secondly analyzes the strategies and means used within the communication between the two communities. Conclusions and suggestions are made in order to provide a future assistance for female principals. The research is based on qualitative research methods by holding up intensive discussions with the volunteering principals. Eight female junior high school principals from small, medium, and large-scaled junior high schools of either Taipei-city and Taipei-county attended the discussion by sharing with their own experiences. After generalizing these practical experiences we divide interactions types into two: 1) Similar Interaction Type, 2) The Different Interaction Type. The strategies within these interaction types may include: 1) Modeling a recognized future vision of the school and developing an academic feature 2) Assisting the PTA to be organized appropriately and offering needed resources 3) Increasing the understanding between each other in order to reach for certain consensus by using available communication interchannels 4) Building up a companionship between the school and the PTA and sharing the discussion of future development of the school 5) Modeling an harmonically high-graded school-culture and atmosphere 6) Ensuring a management of a school-centered management and administration 7) Ensuing a familial-parental education further trainings and related activities 8) Establishing the trust and support between the families and the school 9) Establishing inter-nets to increase the management leadership efficiency The generalization upon these strategies can be classified into four types: 1) The Run-Away type: Keep in distance for safety 2) The Integrating type: A corporation that is only skin deep 3) The Single-way type: Communicating without communication 4) The Cooperating type: Building up a future vision together. Keywords: parent-teacher association, PTA, female junior high school principals, female principals, interaction experiences