本研究的目的，旨在探討新竹縣、新竹市及苗栗縣國民中學校長實施科技領導與學校行政創新管理的現況，以及國民中學校長科技領導對學校行政創新管理的預測力。 本研究採用問卷調查法，以新竹縣、新竹市及苗栗縣三縣市公私立國民中學、完全中學國中部、公私立高中附設國中部(不含特殊學校)之學校教師為對象，共發出780份問卷，回收605份，回收率77.6%，剔除回收樣本中資料填答不全者，有效樣本資料為591份，回收後之問卷，其可用率為97.7%。以描述統計、t 考驗、單因子變異數分析、皮爾遜積差相關分析、多元及逐步迴歸分析等方法進行資料分析，得到結論如下： 一、整體而言，新竹縣、新竹市及苗栗縣國民中學教師對科技領導之運作現況的知覺屬於程度普通，其中以「科技與基礎設施支持」層面較高，「評鑑與研究」層面較低。 二、擔任行政工作的教師或專任教師、新竹縣與新竹市的教師、學校歷史為21-30年的教師對校長科技領導運作情形之知覺程度較高。而男性教師對校長科技領導之「評鑑與研究」層面知覺程度高於女性。 三、整體而言，新竹縣、新竹市及苗栗縣國民中學教師對學校行政創新管理之運作現況的知覺屬於程度良好，其中以「人員創新」層面較高，「策略創新」層面較低。 四、擔任行政工作的教師或專任教師、新竹縣與新竹市的教師、學校歷史為11-20年的教師對學校行政創新管理運作情形之知覺程度較高。 五、新竹縣、新竹市及苗栗縣國民中學校長科技領導整體及各層面與行政管理創新，具有高程度的正相關。 六、校長科技領導對學校行政創新管理整體與各層面皆具正向預測力，其中以「人際關係與溝通技巧」層面最具預測力。 最後，依據研究結果，提出具體建議，俾供教育行政機關、國民中學、校長以及後續研究者之參考。 關鍵字：國民中學、校長科技領導、學校行政創新管理

本研究旨在瞭解國立高級中等學校校長遴選之現況，透過訪談遴選利益關係人，探討校長遴選制度的優缺點，要如何辦理遴選，才能協助學校選出最適合的校長，從不同的角度檢索遴選制度的配套措施，再依研究結果提出建議。 首先進行文獻探討，作為架構研究的理論基礎，並構築深度訪談題綱，分別訪談教師代表、家長代表、校長代表、教育行政代表、遴選委員代表等，共計訪談14位利益關係人。另外呈現3位不同類型校長的生命故事，供有志朝向校長之路的教育界人士參考。然後建立訪談逐字稿，依據訪談實錄，利用質性分析軟體MAXQDA進行編碼分析，最後依據研究結果進行討論與結論建議。 針對研究發現提出建議：1.辦理嚴謹的校長績效考評，2.建立校長候選人觀察制度，3.修改為筆試成績公佈後再選填志願，4.提早辦理新任校長遴選作業，5.建立儲訓制度，6.恢復候用期間的建議，7.深思二階遴選的意涵，8.均衡遴選委員代表結構，9.召開公聽會以達成遴選共識，10.建立高級中等學校教師分級制，11.建立遴選委員「遴選培訓認證」制，12.強制轉換跑道的校長要接受轉銜教育，13.建立校長申訴制度。 / The purpose of this study is to investigate the selection system of principals for national senior high schools. To begin with, the interviews are made among several beneficiaries. During the dialogues, the advantages and disadvantages of the selection system of principals are discussed. How to select the most suitable principal for schools? From different aspects, the principal selection committee’s organization and operation, the school operation for the selection system of principals are all examined here. First, literature review are adopted to be the foundation of the theory. In-depth outlines were constructed for the fourteen interviews among teacher representatives, students’ parents, principal representatives, administrational delegates, and selection committee representatives. Moreover, three genres of principals are well-depicted for reference. Word for word scripts were transcribed in terms of the qualitative content analysis through the software MAXQDA which generates decoding analysis. In the end, this study provides a discussion based on the research outcome and some suggestions for the policy. Some suggestions are stated as below: a. Conduct a discreet assessment of principals. b. Establish the observation system of principal candidates. c. Modify the procedure that “taking written tests and then elect to fill in the wish.” d. Start the whole system of selection of the new principals as soon as possible. e. Establish the system of pre-service training. f. Restore the pre-service training of new principals. g. Consider the meaning of two stages of selection system. h. Balance the structure of the principal selection committee members. i. Hold a public hearing for consensus. j. Establish the classification of teachers for high school teachers. k. Set up the training system for the members of principal selection committee. l. Set up the compulsory training for those principals who transfer to be another types of school. m. Establish the system of appealing for principals.

本研究主要探討國內家長學校選擇權發展情形及實施現況，並深入瞭解臺北縣公立國中現行之學區分發入學制度，以建構臺北縣公立國中開放學區入學的決策準則。研究方法部分，先以文獻分析歸納臺北縣開放學區決策準則五大構面與二十四項準則項目，再以模糊德菲術問卷進行調查。模糊德菲術調查樣本為三十八位教育行政官員、校長、教師及家長代表，本研究透過三角模糊數整合專家對準則重要性之看法並以適切性篩選準則項目，最後以歸一化之方式求得各構面以及各項目權重，完成臺北縣開放學區決策準則建構。根據研究之結果與分析，歸納主要結論如下： 1. 「開放學區」是臺北縣公立國中學區制度未來發展可行且具重要性的政策。 2. 臺北縣實施「開放學區」的五項第一層級決策準則構面依序為：「學校因素」、「配套措施」、「交通因素」、「教育設施」、「地理環境」。 3. 「校園安全」、「交通安全」、「學校招生過多或不足的解決方式」、「學生學業成績表現」、「降低班級學生數」是臺北縣實施「開放學區」優先考慮的五項第二層級決策準則項目。 4. 改變現行學區劃分制度，仍需民間單位及家長提出更多家長選擇 權的需求。 / The purpose of this study is to construct a set of standards for the decision-making of open enrollment in Taipei County. To achieve this purpose, this study adopts three methods, including literature analysis, questionnaires investigation and Fuzzy Delphi method. First, the literature review is used to obtain initial indicators; then Fuzzy Delphi method is used to collect opinions from experts in open enrollment, which are to examine the degree of importance and suitability of initial indicators. The practical decision criteria suitable for open enrollment are therefore produced. The conclusions of this study are as follows: 1. Open enrollment policy is feasible and important for the development of school district system of public senior high schools in Taipei County. 2. The decision criteria of open enrollment include five areas : school, supplementary measure, traffic, facilities and environment. 3. The most important five indicators for decision-making of open enrollment are: safety in campus, traffic safety, the solution of shortage of students or over, academic performance, reducing the number of students in a class. 4. It needs parents to bring up the demand of “parents’ choice” to change current school district system.

本研究旨在探討臺北市國民小學教師心理契約、教師幸福感與學校創新經營之關係，採用問卷調查法，以臺北市國民小學教師作為研究對象，共發出600份問卷，回收421份有效問卷，問卷回收可用率為70.17%。資料處理統計方法採用描述性統計分析、t考驗、單因子變異數分析(ANOVA)、Pearson積差相關及多元逐步迴歸分析。本研究分析結果分述如下： 一、臺北市國民小學教師心理契約屬中高程度，以「體察教師使命」最高，「接受學校期望」最低。 二、臺北市國民小學教師幸福感屬中高程度，以「樂觀表現」最高，「身心健康」最低。 三、臺北市國民小學學校創新經營屬中高程度，以「課程與教學活動創新」最高，「行政管理與環境創新」最低。 四、不同「年齡」、「服務年資」之教師知覺心理契約的整體或分層面上有顯著差異。 五、不同「性別」、「年齡」與「學校規模」之教師知覺教師幸福感的整體或分層面上有顯著差異。 六、不同「性別」、「年齡」、「年資」與「學校規模」之教師知覺學校創新經營的整體或分層面有顯著差異。 七、臺北市國民小學教師心理契約、教師幸福感與學校創新經營呈現中度正相關。 八、臺北市國民小學教師心理契約、教師幸福感對學校創新經營具有預測作用。 / The purposes of this study was to explore the relationships among teachers’ psychological contract, teachers’ well-being and school innovative management in elementary schools in Taipei City. The questionnaire survey method was applied. Elementary School teachers in Taipei City were adopted as the research objects.600 questionnaires were sent out. Valid questionnaires of 421 were collected. The validity of the responded questionnaires was 70.17%. The data was analyzed by using statistic method of descriptive statistics, independent t-test, One-way ANOVA, Pearson’s product-moment correlation and multiple stepwise regression analysis. The conclusions of this study are as follows: 1.Elementary schools teachers’ perception of teachers’ psychological contract is above average, in which the item “observe the teacher mission” was the highest, and “accept school expectations” was the lowest. 2.Elementary schools teachers’ perception of teachers’ well-being is above average, in which the item “positive cognition” was the highest, and “Physical and mental health” was the lowest. 3.Elementary schools teachers’ perception of school innovative management, in which the item “innovation of curriculum and teaching activities” was the highest, and “administrative management and environmental innovation” was the lowest. 4.There are significant differences in the elementary schools teachers’ perception of teachers’ psychological contract in terms of age and the length of service of school. 5.There are significant differences in the elementary schools teachers’ perception of teachers’ well-being in terms of gender, age and the scale of the schools. 6.There are significant differences in the elementary schools teachers’ perception of school innovative management in terms of gender, age, length of service of school and the scale of the schools. 7.There is a positive correlation among the teachers’ psychological contract, teachers’ well-being, and school innovative management. 8.Teachers’ psychological contract and teachers’ well-being have a predictive effect on school innovative management.

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長久以來，傳統性別角色刻板印象的框限，造成兩性資源分配的不當，女性在職場中多數扮演從屬的角色。以國民中學而言：女性教師是校園的多數，卻面臨校長大多為男性的結構性特色。有感於兩性平權逐漸成為公共論述的重要議題及兩性平等教育正在各級學校中深耕，本研究試著從國中校長的性別、性別角色出發，探索其與領導型態、學校效能之間的相關性，期能有深度的發現並能於研究過程中獲致深層的省思。 本研究所關心的問題有：1、校長的性別角色、轉換型領導型態及學校效能三者，是否會因校長性別之不同，而有差異？2、校長的轉換型領導程度與學校效能，是否會因環境變項之不同而有差異？3、校長的轉換型領導程度是否會因不同的性別角色而有差異？4、學校效能和校長的性別角色有多少相關？5、學校效能是否會因轉換型領導程度的不同而有差異？6、人口變項對校長性別角色、轉換型領導程度及學校效能究竟會造成何種影響？ 為了解前述問題，本研究除探討相關文獻外，以問卷調查為主要研究方法。問卷之對象以台北縣所轄公立中等學校內，實際擔任國民中學教學工作之編制內合格教師為母群體。樣本之選取係先以同規模之學校為叢集，並分別自四種規模之學校中隨機抽取70％之校數，再以每所學校分派6-7人為研究樣本。 本研究所採用的主要研究工具有「性別特質量表」、「轉換型領導量表」、「學校效能量表」等三種；欲採用之統計方法有：信度分析、因素分析、平均數的差異考驗、皮爾遜積差相關、單因子變異數分析(one-way ANOVA)Sheffe的事後比較。據此，本研究計有如下發現： 一、校長性別與性別角色、轉換型領導、學校效能關係方面；不同性別之校長所表現出的性別角色行為、轉換型領導程度、學校效能均未達顯著差異。 二、環境變項與校長轉換型領導及學校效能關係方面：地區別、學校規模別與校長轉換型領導、學校效能間存在顯著差異；校齡與二者之間均未達顯著水準。 三、校長性別角色與轉換型領導、學校效能關係方面：兩性化特質的校長其轉換型領導程度與學校經營效能均最高，其次依序為：女性化、男性化、未分化特質者。 四、校長轉換型領導程度與學校效能關係方面：校長的轉換型領導程度與學校效能之間，存在顯著正相關。 五、人口變項與校長性別角色、轉換型領導及學校能關係方面：在人口變項中與校長，往別角色、轉換型領導、學校效能之間存在顯著差異的有：服務年資別、年齡別；沒有顯著相關的為：性別、擔任職務別。 根據如上發現，本研究分別對教育行政機關、國民中學校長暨未來研究者提出建議。 / Due to the traditional stereotype of gender role, there are many discriminatory attitudes toward the female which cause the female still plays a secondary role in their professional fields. In the educational field of junior high schools, although the female teachers take the major proportion of the staff, the administrative structure of school is still of pro-male nature. Because of the importance of equality between men and women, this thesis begins from the analysis to the gender role of junior high school principles, then discusses the relationship between the gender of principle, the leading model and school effectiveness. The thesis hopes to derive some magnificent conclusions from the above analysis. The major concerns of this thesis are: 1.whether the gender role of principle, the transformational leadership and the school effectiveness will be influenced by the gender of principle? 2.whether the degree of transformational leadership and school effectiveness will be influenced by surrounding elements? 3.whether the leading degree of the transformational leadership will be different because of different gender role? 4.How much the degree of relationship between school effectiveness and gender role of principles? 5.whether the school effectiveness will be different because of the degree of transformational leadership? 6.what influence will the population variables cause to the gender role of principals', the degree of transformational leadership and school effectiveness? In order to resolve the above questions, the research method this thesis takes are literature review and opinion's survey with questionnaire. The subjects of questionnaire are the public junior high school teachers within the territory ofTaipei County. The survey tool this thesis takes are‘table of gender characters’,‘table of transformational leadership’and‘table of school effectiveness’. The statistic methods this thesis takes are reliability analysis, factor analysis, t-test, product-moment correlation, one-way ANOVA ,chi-square test. Therefore, the thesis concludes that: 1.In the respect of gender and gender role of principles, transformational leadership and school effectiveness: the gender role behaviors, transformational leadership and school effectiveness have not reached magnificent difference. 2.In the respect of the relationship between surrounding variables, transformational leadership and school effectiveness: there is significant difference exists in scale of school, location of school, degree of transformational leadership, however, no significant difference has been found in the age of school. 3.In the respect of gender role of the principles, transformational leadership and school effectiveness: the principles with characters of androgynous have the highest degree of transformational leadership and school effectiveness, then the femininity, the masculinity and the non-differentiation. 4.In the respect of the relationship between transformational leadership and school effectiveness: they are positive relevant to each other. 5.In the respect of the relationship between population variables, the gender role of principles, transformational leadership and school effectiveness: there is magnificent difference in the age of serving as teachers and age of teachers, however, there is no magnificent difference in the gender and duty. According to the conclusion, the thesis offers some suggestions to educational administratives, junior high school principles and respective researchers.

隨著各縣市陸續成立地方教育發展基金附屬單位預算，使得國中小開始具有發展「學校本位財務管理」之契機。復因近來教育界也開始關切「學校創新經營」如何在國中小特色學校實施的議題。只是「學校本位財務管理」及「學校創新經營」都是一種經營管理的手段，因此本研究希望進一步探討其是否能達到提升「學校效能」之目的。 　　本研究採用文獻分析法、訪談法及問卷調查法進行研究。訪談法方面，發展出「地方教育發展基金附屬單位預算與國中小學校本位財務管理關係訪談大綱」作為研究工具，並採立意抽樣方式從臺北市、高雄市、新北市、桃園縣、基隆市等5個縣市抽取11位受訪者進行電話訪談。至問卷調查方面，則以「學校本位財務管理、學校創新經營與學校效能調查問卷」為研究工具，並以已成立地方教育發展基金附屬單位預算且獲教育部補助國中小特色學校經費之49個學校教職員作為研究對象，採簡單隨機抽樣方式進行問卷調查並剔除無效問卷，獲得有效樣本數802份。本研究除採用結構方程模式分析方法及LISREL8.72軟體分別驗證學校本位財務管理、學校創新經營及學校效能之內涵外，也進一步據以探討學校本位財務管理、學校創新經營及學校效能之間的關係。並且也透過平均數及SPSS13.0軟體來瞭解學校本位財務管理、學校創新經營及學校效能之現況。此外，更透過具潛在變項的路徑分析及Mplus 5.0軟體，來探討填答者的不同背景變項(包括性別、現任職務、教育程度、服務年資、服務地區、學校規模)是否分別對於學校本位財務管理、學校創新經營及學校效能具有預測效果。 本研究可獲得幾個主要研究結論如下： 一、「地方教育發展基金附屬單位預算」與國中小「學校本位財務管理」關係之訪談結果 　(一)簡言之，縣市政府成立地方教育發展基金附屬單位預算以後，其所轄國中小多能具備附屬單位預算之特性及優點，並有助於落實「學校本位財務管理」的理念。 　(二)地方教育發展基金附屬單位預算在相關制度規劃或授權方面的待改善之處 　　1.各縣市政府基於財政考量，仍對其地方教育發展基金附屬單位預算自訂額外的限制，有待逐步協調放寬之可行性。 　　2.非直轄市之地方政府認為宜成立專業、專責的會計單位，以處理地方教育發展基金附屬單位預算相關事務。 　　3.地方教育發展基金附屬單位預算之預算執行規定及作業方式經常變動，且業務相關人員異動頻繁，造成許多預算執行困擾。 　　4.「地方教育發展基金會計資訊系統」之開發過程並未充分訪談會計人員需求，且系統不夠穩定而功能不足，故仍有待改善。 　(三)多數(6位)受訪者較喜歡「地方教育發展基金附屬單位預算」的運作型態，另有3位認為還好(或各有利弊)，2位則相對傾向於較不喜歡。 二、學校本位財務管理、學校創新經營及學校效能之實施現況方面 　(一)成立地方教育發展基金附屬單位預算以後，國中小「學校本位財務管理」之實施現況尚屬略高程度(M=3.88)。 　(二)成立地方教育發展基金附屬單位預算之國中小特色學校，其「學校創新經營」實施程度很高(M=4.06)，且具有很高的學校效能(M=4.09)。 三、學校本位財務管理、學校創新經營及學校效能之關係方面 　(一)「學校本位財務管理」對於「學校創新經營」具有高度正向的直接效果(γ1=.78)，此顯示學校本位財務管理之實施程度越高，越有助於提高學校創新經營之實施情形。 　(二)「學校創新經營」對「學校效能」具有高度正向的直接效果(β1=.92)，此顯示學校創新經營之實施程度越高，越有助於提高學校效能。 　(三)雖然「學校本位財務管理」並不能對「學校效能」產生顯著的直接效果，但「學校本位財務管理」卻可透過「學校創新經營」來對「學校效能」產生間接效果(其效果量為.72)。亦即「學校本位財務管理」實施程度越高，越能透過促進「學校創新經營」實施程度之提高，進而間接提升「學校效能」。 四、背景變項對學校本位財務管理、學校創新經營及學校效能之效果方面 　(一)對於學校本位財務管理具有顯著效果之背景變項，計有性別(男>女)、現任職務(行政人員>教師)、服務地區(直轄市>一般縣市)、學校規模(12班以下>25班至48班)等4個變項。 　(二)對於學校創新經營具有顯著效果之背景變項，計有性別(男>女)、現任職務(行政人員>教師)、學校規模(12班以下>49班以上；12班以下>25班至48班)等3個變項。 　(三)對於學校效能具有顯著效果之背景變項，計有性別(男>女)、現任職務(行政人員>教師)、學校規模(12班以下>49班以上；12班以下>25班至48班)等3個變項。 　　最後，本研究並依據上述研究成果，提出各項具體建議。 / With the establishment of the affiliated units’ budget of local education development fund by many municipalities and counties, there are more and more opportunities to develop the “school-based financial management” (SBFM). And there were more and more researches stress the way to implement the school innovative management in specialist schools in the academic circles. However, the “school-based financial management” and “school innovative management” are both parts of the management methods. Therefore, the present study wanted to explore whether these two management methods can achieve the purpose of enhancing “school effectiveness.” 　　The present study adopted three approaches, including “literature review,” “interview,” and “questionnaire survey.” In terms of the interview, the present study designed “the outline of the interview on the relationship between affiliated units’ budget of the local education development fund and school-based financial management in junior high schools and elementary schools” as an instrument. The present study chose 11 participants from the county government and schools in the Taipei city, Kaohsiung city, New Taipei city, Taoyuan County, and Keelung city by purpose sampling. Eventually, the present study had interviewed those participants by telephone. In the aspect of questionnaire survey, the study designed the “questionnaire of the school-based financial management, school innovative management and school effectiveness” as the instruments. Teachers and staff from 49 specialist schools were the participants, and they were from schools that implemented the affiliated units’ budget of local education development fund. The present study distributed questionnaires by simple random sampling, and got 802 valid samples after gathering and deleting some invalid questionnaires. The study not only took structural equation modeling and the software of LISREL8.72 to confirm the contents of the school-based financial management, school innovative management, and school effectiveness respectively, but also confirmed the relationships of the school-based financial management, school innovative management, and school effectiveness. Moreover, the present study adopted means and the software of SPSS13.0 to understand the current situations of the school-based financial management, school innovative management, and school effectiveness. Furthermore, the present study adopted the path analysis with latent variables and the software of Mplus5.0 so as to understand whether the context variables of the subjects would have predictive effects on the school-based financial management, school innovative management, or school effectiveness. Those context variables included the sex, position, education level, seniority, district, and school size of the participants. 　　There were some major conclusions made as follows: 1.The results of the interview on the relationship between “affiliated units’ budget of the local education development fund” and “school-based financial management in junior high schools and elementary schools” 　(1) In brief, junior high schools and elementary schools had most of the properties and advantages of the affiliated units’ budget after the municipality and county governments establishing the affiliated units’ budget of the local education development fund, and it’s helpful for the schools to implement the “school-based financial management.” 　(2) The deficiencies of the affiliated units’ budget of local education development fund: A. There are still some additional restrictions of the affiliated units’ budget of local education development fund made by the municipal and county governments, which should be loosened. B. Other county governments except for municipal governments suggest that they need to set up a professional special agency to conduct those affairs of the affiliated units’ budget of local education development fund. C. The regulations and operations of the affiliated units’ budget of local education development fund always change, and the staff redeploy too often, so that there are some problems in the process of practices. D. The interviews of the accountants’ needs are insufficient during the development process of “the accounting system of local education development fund”. Furthermore, the system is unstable and its functions are insufficient, so there is still room for improvement. 　(3) As for the preference degree of the affiliated units’ budget of local education development fund, most of the participants (6 participants) felt “like”, 3 participants felt “fair”, and 2 participants felt relatively “unlike.” 2.The current situation of the school-based financial management, school innovative management, and school effectiveness (1) The current situation of the school-based financial management belonged to the extent of slightly high (M=3.88) after establishing the affiliated units’ budget of the local education development fund. (2) The specialist schools’ practice extent of the “school innovative management” was very high (M=4.06), and their “school effectiveness” was also very high (M=4.09) after establishing the affiliated units’ budget of the local education development fund. 3.The relationships between school-based financial management, school innovative management, and school effectiveness (1) “School-based financial management” has far-reaching and positive direct effects(γ1=.78) on “school innovative management”. That is, the higher the implement degree of “School-based financial management” is, the higher practice degree of “school innovative management” will be. (2) “School innovative management” has far-reaching and positive direct effects(β1=.92) on “school effectiveness”. That is, the higher the practice degree of “school innovative management” is, the better the “school effectiveness” will be. (3) Although the “School-based financial management” has no significant effect on “school effectiveness”, “School-based financial management” has an indirect effect on “school effectiveness” through the “school innovative management” (the indirect effect size is .72). In other words, when the practice degree of “School-based financial management” is higher, the “school effectiveness” will be enhanced indirectly through the “school innovative management” 4.The effects of the context variables on the school-based financial management, school innovative management, and school effectiveness (1) 4 context variables have significant effects on the school-based financial management. These variables involve sex, position, district, and school size. (2) 3 context variables have significant effects on the school innovative management. These variables include sex, position, and school size. (3) 3 context variables have significant effects on the school effectiveness. These variables are sex, position, and school size. Finally, according to the results of the present study, there were some suggestions be proposed.

本研究旨在探討新北市國小教師組織學習與學校創新經營之研究。研究目的有： 一、瞭解目前新北市國民小教師學習組織、學校創新經營之現況。 二、探討新北市國民小學不同背景教師、學校背景變項在教師學習組織、學校創新經營現況上之差異情形。 三、分析新北市國民小學，教師學習組織與學校創新經營之間的關係。 四、探究新北市國民小學教師學習組織對學校創新經營是否有顯著之預測力。 五、依據研究結果提出建議，作為相關單位及後續研究之參考。 本研究採用問卷調查法為主，以新北市209校，分為一般地區學校（都會區）有155校、偏遠地區學校（郊區）有54校。550位教職人員為受試者進行調查，並以改編之「國民小學學校狀況調查問卷」，包括二種量表，分別是「「教師學習組織量表」、「學校創新經營量表」進行研空。，實際發出516份，回政有效問卷為501份，問卷回收率為97％。資料以SPSS/PC17.0 統計套裝軟體進行描述性統計、t 考驗、單因子變異數、積差相關、多元逐步迴歸分析與討論，所得主要結論如下： 一、新北市國民小學教師對「資訊蒐集」、「系統思考」、「溝通思考」、「團隊學習」教師學習組織的知覺現況良好 二、新北市國民小學教師對「環境設備」、「組織氣氛」、「教學專業成長」、「行政管理」學校創新經營的知覺現況良好 三、年齡大、年資資深者、兼任行政工作的教師，學校歷史「未滿100年」，在教師學習組織知覺程度較高 四、、男性教師、年齡大、年資資深者、兼任行政工作的教師，學校歷史「未滿100年」、一般地區學校，在學校創新經營知覺程度較高。 五、教師學習組織與創新經營各層面有明顯正相關 六、教師學習組織影響學校創新經營以「溝通思考」影響力最大 最後，依據本研究的結果與結論，提出具體建議，己供「教育的實務」與「未來研究」之參考。 / The purpose of this Study was to explore a study on the relationship among teacher organizational learning and school innovative management in elementary school of New Taipei City. The purpose of this Study includes: 1. To understand the current teacher learning organizations in elementary schools of New Taipei Ciy and the current status of school innovative management. 2. To explore difference among different background teachers in elementary schools of New Taipei City, variations of school background on teacher learning organizxation, and the current status of school innovative management. 3. To analyze the relationship among teacher learning organizations in elementary schools of New Taipei City and school innovative management. 4. To explore wheher teacher learning organizations in elementary schools of New Taipei City have significant prediction on school innovative managemen. 5. To offer suggestion as per the study result to be provided as a reference for consequent research proceeded by the related units. This Study mainly adopted questionnaire survey aimed at 209 schools in New Taipei City., as being divided into general area school (urban area)., totaling 155 schools, and remote area school (suburban area)., totaling 54 schools. The survey was proceeded on 550 teachers and staffs as interviewee with modified “Survey Questionnaire on School Condition of Elementary Schools”., of which includes two evaluation forms as “Evaluation Form on Teacher Learning Organization” and “ Evaluation Form on School Innovative Management” respectively to proceed the said study. It actually issued 516 copies and recovered 501 copies of valid questionnaire, the recovery rate was 97%. The data was analyzed by SPSS/PC17.0 package software to proceed descriptive statistics, and also adopted t test, single factor variances, related accumulated difference, multiple stepwise regression analysis and discuss, the major conclusion obtained is as follows: 1. The current status on cognition of “Information Collection”, “Systematic Thinking”, “Communication Thinking”, “Teamwork Learning” shown by teachers in elementary schools of New Taipei City, that is very good. 2. The current status on cognition of “Environmental Equipment”, “ Organizational Atmosphere”, “Growth on Teaching Profession”, “Administrative Management” of school innovative management as being realized by teachers in elementary schools of New Taipei City, that is also very good. 3. More ages, senior, or teacher with administrative duties taught in the school less thant hundred year history, they have higher extent of cognition on teacher learning organization. 4. Male teacher, more ages, senior, or teacher with administrative duties taught in the school of general area, they have higher extent of cognition on school innovative management. 5. Both teacher learning organization and innovative management have significant and positive relation on each aspect. 6. The most influential force on teacher learning organization is “ Communication Thinking”. Finally, this Study offers a concrete suggestion as per the result of study to be provided for the reference of “Education Practice” and “Future Research”.

本研究旨在探討臺北市國中校長轉型領導行為、教師幸福感受與學校創新經營之關係。研究目的有： 一、瞭解當前國中校長轉型領導、教師幸福感與學校創新經營之現況。 二、探討國中校長轉型領導與學校創新經營之關係。 三、探討教師幸福感與學校創新經營之關係。 四、探討國中校長轉型領導與教師幸福感對於學校創新經營之間是 否有顯著影響力。 五、根據轉型領導、教師幸福感與學校創新經營的相關文獻與實證研究，提出可供相關教育行政機關、校長、學校與未來研究參考之建議。 研究採用問卷調查法為主，以臺北市59所公立國民中學的教職人員為對象，共抽取30所學校，540位教職人員為受試者進行調查，並以改編之「校長轉型領導量表」、「國民中學教師幸福感量表」與「學校創新經營量表」進行施測，共回收496份，有效問卷為485份，問卷回收率為92 ％，可用率為98 ％。資料以SPSS/PC 17.0統計套裝軟體進行描述性統計、t 考驗、單因子變異數、積差相關、多元逐步迴歸分析與討論，所得主要結論如下： 一、國中校長轉型領導層面以「激勵共成願景」最高，其次為「願景與承諾」與「尊重信任」、而「個別關懷」相對較低。 二、國中教師幸福感的表現以「樂觀表現」、「生活滿意」為最高，「工作成就」、「身心健康」相對較低。 三、學校創新經營方面，以「資訊科技」、「行政管理」與「課程與教學」創新經營較高，「知識分享」與「外部關係」創新經營相對較低。 四、兼任主任的教師知覺校長的轉型領導行為較高。 五、學校規模較小的教師知覺校長轉型領導和學校創新經營的程度 較高。 六、國中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「個別關懷」、「願景與承諾」、「親近融合」對於整體學校創新經營最具預測效果。 七、在教師幸福感方面，以「工作成就」與「身心健康」最有助於學校創新經營。 最後，根據研究結果與結論，提出具體建議，以供教育行政機關、校長、學校、教師與未來研究之參考。

中國大陸改革開放後，外來農民工快速湧入城市造成當地政府管理上的不便、 當地居民心理上的不安，更重要的是凸顯城市公共資源的缺乏，各大城市的城市 化都無法跟上龐大移民腳步的結果是城市醫療、教育、住房等問題層出不窮。在戶籍制度限制下，農民工子女的義務教育被排除在公立學校之外，造就了一群自我救濟、專收農民工子女的民辦學校出現，但受限於資金、硬體設備、教學品質、 以及政府政策，這些農民工子女學校多被認定為不合法辦學。 處於不合法辦學的農民工子女學校該如何生存？本論文試圖透過農民工子 女學校的發展過程，來解釋農民工之間的社會網絡如何幫助他們在陌生環境、行業裡生存，建構出農民工社會關係網絡，認為農民工子女學校校長具有主觀的能動性，選擇其獲取社會支持、資源的管道，而決定這些行為的就是他們根深蒂固的情感與信任關係。