本研究旨在探討宜蘭縣國民小學教師知覺校長服務領導、學校內部行銷與學校創新經營之現況，比較不同背景變項之國小教師在三個變項間之差異情形，並探討國小教師在知覺三個變項間的關係，並進而分析國小教師知覺校長服務領導、學校內部行銷對學校創新經營之預測力。 本研究採用問卷調查法進行研究，以宜蘭縣國小教師為對象，共發出411份問卷，回收332份問卷，有效問卷為311份，回收後之問卷可用率為75.67%。調查所得資料以 SPSS 統計套裝軟體，進行相關統計方法處理分析。本研究獲致以下結果： 一、宜蘭縣國小教師知覺校長服務領導屬於中上程度，在「校長服務領導」八個層面，以「服侍」層面為最高；在知覺學校內部行銷屬於良好程度，在「學校內部行銷」五個層面中，以「參與賦權」層面最高；在知覺學校創新經營屬中上程度，在「學校創新經營」五個層面中，以「學生活動創新」層面最高。 二、不同年齡及不同學校地區之教師在知覺「校長服務領導」的程度上有顯著差異。 三、不同性別、年齡、服務年資、教育程度、擔任職務、學校規模及學校地區之國小教師在學校內部行銷上無顯著差異。 四、不同年齡之國小教師，在學校創新經營分層面「行政管理創新」及 「校園環境創新」有顯著差異；不同服務年資之國小教師，在學校創新經營分層面「行政管理創新」及「校園環境創新」有顯著差異，而在學校創新經營整體也呈現顯著差異；不同學歷之國小教師在學校創新經營分層面「資源運用創新」有顯著差異。 五、不同學校規模之國小教師，在「課程教學創新」層面、「學生活動創新」層面、「資源運用創新」層面及「校園環境創新」層面，均有顯著差異。 六、宜蘭縣國小教師知覺校長服務領導、教師學校內部行銷、學校創新經營整體及各層面，兩兩之間均有顯著相關。 七、宜蘭縣國小校長服務領導對學校創新經營有預測力；宜蘭縣國小學校內部行銷對學校創新經營有預測力；宜蘭縣國小校長服務領導與學校內部行銷對學校創新經營有預測力。 最後，根據研究結果提出建議，供國小校長、國小教師、教育行政機關及未來研究之參考。 關鍵字：校長服務領導、學校內部行銷、學校創新經營 / The purpose of this study is to explore how elementary school teachers in the Yilan district perceive principals’ servant leadership, school internal marketing and school’s innovation management. The thesis not only looks into whether and how teachers’ background matters, but also analyzes how they predict the three variables in question. This study conducted a survey-questionnaire by targeting on elementary school teachers in the Yilan district. A total of 411 questionnaires were distributed and 332 questionnaires were received. Among them, 311 were valid (75.67%). The data was analyzed through SPSS statistics, descriptive statistics, t-test, single factor analysis of variance, Pearson correlation coefficient and multiple stepwise regressions. The findings of the study included: 1.Perceptions of principals’ servant leadership, school internal marketing, and school’s innovation management were respectively “above average”, “average” and “above average” in all aspects. The top priority each was “service”, “participation and empowerment”, and “student activity innovation” in the order. 2.Perception of principals’ servant leadership was found significantly different for teachers with different ages and from different school districts. 3.Perception of school internal marketing was found not significantly different for teachers with different genders, ages, service years, education levels, posts, and from schools with different sizes and districts. 4.Teachers with different service years perceived school’s innovation management significantly differently. More precisely, service year and age both made a significant effect on the perception of administration management innovation and campus environment innovation. Teachers with different education levels perceived resource use innovation significantly differently. 5.School size made a significant effect on the perception of curriculum and teaching innovation, student activity innovation, resource use innovation, and campus environment innovation. 6.Pairwise comparisons among principals’ servant leadership, school internal marketing and school’s innovation management were all significant. 7.Principals’ servant leadership was predictive of school’s innovation management, so was school internal marketing. Principals’ servant leadership plus with school internal marketing also predicted school’s innovation management. The results of this study provide an empirical basis for school principals, teachers and education administrators to make future investigations. Key words: principals’ servant leadership, school internal marketing, School’s innovation management.