學校經營發展歷程中，許多學校在教育市場的競爭與學校組織變革的趨勢，面臨必須創新或轉型的危機，學校是否能夠掌握教育改革契機，主動採取積極創新的學校經營策略，取得競爭優勢，校長是重要的關鍵。本研究旨在瞭解校長在學校經營的創新理念與領導策略，學校創新經營的實際作為、遭遇的困境與解決方法，進一步分析個案學校創新經營前後的差異，獲致足資學習的學校創新經營經驗。 本研究為質性研究，利用文獻探討、訪談、文件資料分析進行資料蒐集，探討、詮釋及思索國民中學校長推動學校創新經營之歷程、策略及促成因素。經研究後獲致以下結論： 壹、校長學校創新經營的辦學理念 一、重視學校發展的有利條件 二、重視創新經營，發展學校特色 三、重視創新多元的思維 四、堅持用心創新，達成共同願景 五、結合多元創新，打造創意校園 貳、校長學校創新經營的領導策略 一、行政管理革新 （一）講求行政服務，支援教學活動 （二）利用各種場合，分享創新策略 （三）注重因勢利導，堅持永續創新 （四）整合人力資源，提高工作績效 二、課程與教學領導創新 （一）發揮教師專業，設計多元化課程 （二）推展教師專業成長，重視知識分享 （三）激勵教師接受新挑戰，創新教學內容 （四）重視楷模學習，進行專業對話 三、學生多元展能 （一）開發學生多元智慧，發展特色活動 （二）整合多層面創新經營，成就學生的學習 四、校園環境美化 （一）重視境教功能，創新組織文化 （二）尊重校園草木，啟發生命教育 （三）創新環境美化的作法，落實環境教育 五、社會與環境資源運用 （一）引進各類資源，實現學校創新經營 （二）充分運用資源，創造優質學習環境 最後依據研究結果與結論，提出具體建議，以作為國民中學校長推動學校創新經營、教育行政機關與後續研究的參考 關鍵詞：組織創新、學校創新經營、校長學校創新經營 / In the development of school management, many schools are facing a trend where they must make a change or innovation from the current school system and become more competitive in the education market. To become advantageous in the market, there must be vigorous and active action taken. School principle becomes the key to succeed in this innovation. The objective of this research is to understand the management philosophy and leading strategy of school principles. We will take the case study on innovative management in junior high schools and how they these strategies were applied, practice and resolve in different circumstances, and then analyze the differences between before and after the strategies were applied. In this method, we will be able to acquire sufficient experience in innovative management in schools. This is an academic research. The research will conduct document analysis, interviews, information analysis, data collection, discussion, annotation, and discussion on the philosophy and innovative strategy, in how to drive school system, behind junior high school principles. A few sample topics are as the following. I. strategy and tactic on school admission A. focus on the benefit to favor school development. B. focus on innovation; develop on schools’ distinguishing features. C. focus on dynamic thinking D. focus on emotion attachment, and to develop a better future together. E. integrating dynamic innovative ideas, and to create a school of originality. II. innovative strategy on management A. Change in administration system 1. focus on admin services, and support educational events 2. share innovative strategy in different occasion 3. focus on continuously innovation 4. integrate staff and human resource to enhance productivity. B. innovative changes in school material and content 1. to elaborate teacher’s profession, and design dynamic class content. 2. popularize teacher’s professional development, and encourage knowledge sharing. 3. encourage teachers to take challenges, and put new ideas into the education material. 4. sample study on model case, and carry discussion between professionals. C. Dynamic development of students. 1. develop students knowledge in dynamic field, and further expand distinguish educational events. 2. integrate different management strategies to help students’ learning. D. enhance and embellish school environment 1. focus on on-site education, and develop new management culture. 2. respect school plants, and education on humanity and life. 3. innovation tactic on embellish school environment. Fully put environmental education into practice. E. Application of existing social and environmental resources. 1. to bring in all kind of resource, to help to achieve the goal of innovative school management. 2. fully use the available resources, and make the learning environment better. After the analysis and conclusion, we will raise concrete suggestion, and make it the reference of innovation of management in junior high school, education board, and other post-research. Key word: innovation in management; innovation in school management. School principle’s innovative strategies in management.

二十一世紀是知識經濟的時代，「創新」成為個人、團隊及組織致勝的關鍵，組織競爭力與生產力均靠「組織創新」而提升。學校面對新時代的挑戰，必須積極加以回應，如何將創新帶入學校組織之中，激發學校組織的創新，以提高學校效能，是各級學校無法逃避的時代課題。基於此一時代需求及國民中學的發展需要，本研究以臺中市一所國民中學為例，進行「學校創新」的初探性研究。 本研究採單一個案質性研究，運用個案文件、實地觀察及深入訪談進行資料蒐集，探討、詮釋及思索一所國民中學創新之歷程、策略及促成因素。經研究後獲致以下結論： 一、個案創新歷程為：(一)校舍重建;(二)校園新風貌;(三)學校創新領導;(四)型塑學校創新主軸;(五)發展具體創新項目;(六)形成創新團隊;(七)引進教育創新實驗方案;(八)創新發表與接受評鑑;(九)創新歷程的自省與深化;(十)建構學校創新文化;(十一)學校文化的創新。 二、個案創新策略為：(一)研訂創新主軸;(二)結合課程發展;(三)利用社區資源;(四)突出特色發展;(五)配合專案實驗;(六)參加創新評鑑。 三、個案創新促成因素為：(一)九二一地震是個案學校創新的契機; (二)學校外在環境的九年一貫課程的推動、教育創新實驗案的推廣、強調學校本位課程特色因素。(三)學校組織的領導、文化、策略、人力素質因素。 個案創新受九二一地震影響，此一天然災害因素組織無法掌控，唯透過本研究分析探討個案創新歷程、策略及促成因素，能深入瞭解學校創新之相關議題，並提出學校創新建議，供學校創新參考。 關鍵詞： 組織創新 學校創新 學校創新策略 學校創新促成因素 / Such an era of knowledge economy as the 21st century is, “innovation”has become the key for the individuals, teams, and organizations to outdo others while organizational competitiveness and productivity are both boosted relying upon “innovation of organization”. To confront with the challenges of the new era, a school has the need to respond to them vigorously. It is an inevitable subject of the era to schools of all levels how to bring forth innovation to academic outfits to set off their organizational innovation for greater efficacy. Based upon the demands for the era as well as the development of junior high schools of which one is exemplified in Taichung City, Taiwan, to carry out the preliminary test study of “innovation of school”. This paper adopts the unitary case story study of quality and nature by applying the methods of documentary analysis, observation, and in-depth interview to carry on the research, probing, interpretation, and pondering of a junior high school in term of the course of school innovation, strategy, and elements of facilitation. The conducted study sums up the follows: In the course of innovation: 1) Reconstruction of school building; 2) New styles and features of campus; 3) Leadership of school innovation; 4) Formulation of prospects in innovation of school; 5) Development of items of concrete innovation; 6) Formation of innovation team; 7)Introduction of experimental scheme for educational innovation; 8) Announcement of innovation and acceptance of appraisement; 9) Introspection and deepening of innovative course; 10) Establishment of school innovative culture; and 11) Innovation of school culture. For the strategy of case story innovation: 1) Study to set the axis of innovation; 2) Integration of curricular development; 3) Utilization of community area resources; 4) Highlighting development of special features;5) Coordination of special case experiment; and 6) Participation in appraisement of innovation. For the elements of facilitation of case story innovation:1) 921 Earthquake is a turning point of school innovation;2) The factors of leadership, culture, strategy, and manpower quality of internal organization of a school;3) Enforcement of 9-year consistent curricula, application of information technology, extension of experimental scheme of school innovation, and emphasis upon the elements of characteristics in departmental curricula involving off-campus environment. 921 Earthquake is a great influence on the case story innovation . It is a natural disaster that organization can not control.But through this study to discuss the course of school innovation,strategy, and elements of facilitation in case story can understand the issues about school innovation and provide some suggestions for school innovation. Key words: organizational innovation school innovation innovation strategy of school the facilitating elements of school innovation

本研究旨在探討我國學校創新經營與學校效能的實際效果，藉由整合2003到2009年的25篇博碩士論文的研究數據，探討學校創新經營與學校效能兩變項的相關性、調節變項的影響力、及跨變項相關作用的結果。 在研究方法上採用後設分析技術進行，結果分析共分三部分，第一部分是學校創新經營與學校效能的後設分析，有25篇研究納入分析；第二部分在確認調節變項的存在與其對兩變項平均相關的干擾效果，分別以地區及轉型領導等2變項投入；第三部分在釐清跨變項間的相關情形，兩兩變項間須至少有5篇以上的數據才會投入分析。 綜合研究結果及文獻，得到三項研究結論： 一、 學校創新經營與學校效能的效應量有顯著相關，且在程度上為大效應量。 二、 轉型領導為學校創新經營與學校效能間的調節變項。 （一） 地區特徵不會影響學校創新經營與學校效能的相關性。 （二） 轉型領導是影響學校創新經營與學校效能的異質因素，其與效應量有同方向變動關係。 三、 學校創新經營與學校效能跨變項間均具有顯著相關，且各效應量在程度上均為大效應量。 （一） 整體學校創新經營與個別學校效能間均有顯著相關存在，其中以行政績效表現與整體學校創新經營的平均效應量為最高。 （二） 整體學校效能與個別學校創新經營間均有顯著相關存在，其中以行政管理創新與整體學校效能的平均效應量為最高。 （三） 個別學校創新經營與個別學校效能間均有顯著相關存在，其中以行政管理創新與行政績效表現的平均效應量為最高。 爰依上述研究結果，提出五項建議如下 一、 各縣市政府可多辦理獎勵型的創新經營比賽。 二、 進行學校創新經營時，建議校長使用轉型領導策略。 三、 建議學校從事創新經營應重視組織文化之改變。 四、 建議學校創新經營策略之擬定，宜先確定效能標的。 五、 對未來研究在取樣地區、方法使用及變項設定的建議。 / The purpose of this study is to confirm the effect size of school innovative management and school effectiveness. Researcher analyze mean correlations, moderators’ effect, and correlation across two variables which are school innovative management and school effectiveness by collecting data of 25 theses published in 2003-2009. Meta-Analysis divides results into 3 parts. The first part takes 25 theses into calculation for estimating mean correlations between school innovative management and school effectiveness. The second part is trying to examine the existence of moderators and their moderate effects on the mean correlation. This study sets 2 possible moderators that are areas and transformational leadership for analyzing. The third part is to clarify the relationship across variables. For the sake of keeping a stable effect size, every analysis must build on 5 valid theses’ data. The main conclusions are as follows: 1.There is significant correlation between school innovative management and school effectiveness, and the effect size is demonstrates high effect. 2.Transformational leadership is the moderator that influences school innovative management and school effectiveness. 2.1 The area variable did not moderate the effect size. 2.2 Transformational leadership is the variable that moderates the effect size of school innovative management and school effectiveness. 3. Every Analysis across variables shows significant correlations, and the effect size is demonstrates high effect too. 3.1 In dimension of total school innovation versus single school effectiveness, all effect sizes are significant, and the strongest mean correlation is administrative effectiveness. 3.2 In dimension of total school effectiveness versus single school innovation, all effect sizes are significant, and the strongest mean correlation is administrative innovation. 3.3 In dimension of single school innovation versus single school effectiveness, all effect sizes are significant, and the strongest mean correlation is administrative innovation versus administrative effectiveness. According to the above conclusions, some suggestions have been proposed: 1. Local governments can hold innovative race with award to encourage schools. 2. Principals can use transformational leadership strategy to initiate innovation. 3. Change the rigid organizational culture when schools execute innovation. 4. Define the effective target before the innovative strategies are formed. 5. Suggestions for future researches: About area, method and setting variables.

本研究旨在瞭解國民小學校長創新技巧、學校智慧資本與學校創新績效之內涵與現況，探討其關係，並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，發展研究工具，再以問卷調查426位國民小學主任及組長(臺北市、新北市、基隆市、桃園縣、宜蘭縣共發出630份問卷，有效問卷426份)，以分析現況、驗證理論，最後，依研究結果進行討論與結論建議。研究主要發現如下： 一、國民小學校長創新技巧、學校智慧資本及學校創新績效內涵與現況 (一)校長創新技巧包括提問技巧、社交技巧、實驗技巧、觀察技巧與聯想技巧五個向度；其整體量表與分向度得分均屬中上程度，其中以社交技巧得分最高。 (二)學校智慧資本包括學校結構資本、學校人力資本與學校關係資本三個向度，其整體總量表與分向度得分均屬中上程度，其中以學校關係資本得分最高。 (三)學校創新績效包括行政管理創新、專業能力創新與課程教學創新三個向度；其整體總量表與分向度得分均屬中上程度，其中以課程教學創新得分最高。 二、不同背景變項在校長創新技巧、學校智慧資本與學校創新績效之差異情形 (一)不同背景變項在校長創新技巧的得分方面：研究發現在服務年資、擔任職務、學校規模、學校所在地有顯著差異，性別、年齡、最高學歷沒有顯著差異。 (二)不同背景變項在學校智慧資本的得分方面：研究發現在年齡、服務年資、擔任職務、學校規模、學校所在地有顯著差異，性別、最高學歷沒有顯著差異。 (三)不同背景變項在學校創新績效的得分方面：研究發現在年齡、服務年資、擔任職務、學校規模、學校所在地有顯著差異，性別、最高學歷沒有顯著差異。 三、校長創新技巧、學校智慧資本與學校創新績效之相關情形 (一)整體校長創新技巧與整體學校智慧資本間，呈現顯著的中度正相關，校長創新技巧各分向度中，以「聯想技巧」與學校智慧資本總量表之相關程度最高。 (二)整體校長創新技巧與整體學校創新績效間，呈現顯著的中度正相關，校長創新技巧各向度中，以「聯想技巧」與學校創新績效總量表之相關程度最高。 (三)整體學校智慧資本與整體學校創新績效間，呈現顯著的中度正相關，學校智慧資本各向度中以「學校結構資本」與學校創新績效總量表之相關程度最高。 四、國民小學校長創新技巧、學校智慧資本對學校創新績效之互動模式 (一)校長創新技巧對學校創新績效的互動模式，各項適配度指標俱佳，上游潛在變項(校長創新技巧)對下游潛在變項(學校創新績效)具有顯著影響力。 (二)學校智慧資本對學校創新績效的互動模式，各項適配度指標俱佳，上游潛在變項(學校智慧資本)對下游潛在變項(學校創新績效)具有顯著影響力。 (三)校長創新技巧與學校智慧資本對學校創新績效的互動模式，各項適配度指標佳，上游潛在變項一(校長創新技巧)與上游潛在變項二(學校智慧資本)對下游潛在變項(學校創新績效)具有顯著影響力。 最後，本研究根據研究的發現，提出相關建議，俾供教育行政機關、國民小學校長及後續研究參考。

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.

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。

本研究旨在瞭解桃園市公立國民中學教師知覺校長正向領導與學校創新經營效能之現況，分析不同個人背景變項及學校環境背景變項的桃園市公立國民中學教師對校長正向領導與學校創新經營效能知覺的差異情形，並探討校長正向領導與學校創新經營效能之間的關係及國中校長正向領導對學校創新經營效能的預測力。 本研究主要採問卷調查法，問卷內容包含「國民中學校長正向領導量表」及「學校創新經營效能量表」，分層隨機抽樣，將學校規模分為大型學校、中型學校、小型學校三類共抽取36所學校，以桃園市公立國民中學教師為施測之母群體，按比例分配抽樣人數，共發出748份問卷，將調查所得資料整理後，獲得有效問卷711份，編碼建檔並以IBM SPSS Statistics 21 中文版進行統計分析，分別採描述統計、獨立樣本t考驗、單因子變異數分析、皮爾遜積差相關及逐步多元迴歸分析等相關統計方法進行資料處理，得出研究結果與歸納結論如下： 一、桃園市國民中學教師知覺校長正向領導現況達到中高程度。 二、桃園市國民中學教師知覺學校創新經營效能現況達到中高程度。 三、桃園市國民中學教師以男性、兼任主任、學校歷史30年以下或 61年以上、學校位於北桃園之背景變項教師對於校長正向領導的 知覺程度較高。 四、桃園市國民中學教師以男性、兼任主任、學校規模49班〈含〉 以上、學校位於北桃園之背景變項教師對於學校創新經營效能的 知覺程度較高。 五、桃園市國民中學校長正向領導與學校創新經營效能為中高度正相 關 六、校長正向領導對學校創新經營效能具有預測力 最後，根據研究結論，提出相關建議，希冀對教育行政主管機關、國中校長、國中教師及後續研究者有所助益。 / The study aimed to investigate the status of public junior high school principals’ positive leadership and effectiveness of school innovation management in Taoyuan City , furthermore, to analyze the differences of perceptions from different background teachers about principals’ positive leadership and effectiveness of school innovation management, and to investigated the predictability of principals’ positive leadership towards effectiveness of school innovation management while this study also examined the relationship among these two variables. The study will first develop the theory and research frame, and then design the research through reviewing literature. The researching tool includes " principals’ positive leadership questionnaire" and " effectiveness of school innovation management questionnaire". The study method,questionnaire survey, used stratified sampling method to sample 36 junior high schools of 748 teachers for the subjects.Totally,711 questionnaires was effective .Survey data，through IBM SPSS Statistics 21，were analyzed by descriptive statistics, t-test, one way ANOVA, Pearson product-moment correlation coefficient, and stepwise multiple regression. The conclusions are summarized as follows: 1.Currently， in Taoyuan City， the perception of public junior high school teachers towards principals’ positive leadership was above average. 2. Currently， in Taoyuan City， the perception of public junior high school teachers towards effectiveness of school innovation management was above average. 3. The perception of public junior high school teachers towards principals’ positive leadership varied due to gender, current position , school history， school location，the difference was significant. 4. The perception of public junior high school teachers towards effectiveness of school innovation management varied due to gender, current position , school location, the difference was significant. 5. Principals’ positive leadership was positively correlated to effectiveness of school innovation management. 6. The predicted relations between principals’ positive leadership and effectiveness of school innovation management were supported. This study made concrete suggestions to educational authorities, junior high school principals, teachers and future related studies based on the findings and results.

本研究旨在探討高級中學校長分布式領導與學校創新經營之現況，不同背景變項教師知覺分布式領導與學校創新經營之差異，高級中學校長分布式領導與學校創新經營之關係，及分布式領導對學校創新經營的預測力。 本研究對象為臺中市公立高級中學學教之教師，以「高中校長分布式領導與學校創新經營調查問卷」為研究工具，正式施測有效樣本共531位。所得資料分別以描述性統計、獨立樣本t考驗、單因子變異數分析、皮爾遜積差相關和逐步多元迴歸等統計方法進行考驗。研究結論如下： 一、公立高級中學教師所知覺的校長分布式領導為中上程度。 二、公立高級中學教師所知覺的學校創新經營屬中上程度。 三、不同背景變項之公立高級中學之教師所知覺的分布式領導有顯著差異。 四、不同背景變項之公立高級中學之教師所知覺的學校創新經營有顯著差異。 五、公立高級中學之校長分布式領導與學校創新經營之間有顯著的正相關。 六、不同程度分布式領導在學校創新經營整體與各構面的表現有差異。 七、校長分布式領導能有效預測學校創新經營。 最後，根據上述結論提出建議，供高級中學教育人員、教育行政機關、及後續研究者進行相關研究之參考，期有裨於學校教育之進步與發展。

本研究旨在探究國民中學人力資源管理與學校創新經營效能之關係。本研究採用文獻分析與問卷調查法，以臺北市公立國民中學教師為研究對象，研究者自編的「學校人力資源管理量表」、「學校創新經營效能量表」為研究工具。本研究共計抽選452位教師為樣本對象，有效問卷353份，回收率78.09％。資料分析採用描述性統計、獨立樣本t考驗、單因子變異數分析、皮爾森積差相關等統計方法。獲致主要結論如下： 一、臺北市國民中學人力資源管理現況為良好程度，以人力選用層面現況最 佳，依序為績效管理、訓練與發展、激勵與溝通。 二、臺北市國民中學創新經營效能表現為良好程度，以學生活動創新效能層面 表現最佳，依序為課程教學創新效能、校園環境創新效能、資源整合創新 效能、行政管理創新效能。 三、臺北市國民中學人力資源管理因學校所在地區不同而達顯著差異。 四、臺北市國民中學人力資源管理在性別、年齡、年資、擔任職務、學 歷、學校規模之不同則無差異。 五、臺北市國民中學學校創新經營效能因不同年齡、學歷而達顯著差異，30歲 (含)以下、師大及一般大學(含學程班)較高。 六、臺北市國民中學學校創新經營效能在性別、年資、擔任職務、學校 規模、學校所在地區之不同則無差異。 七、臺北市國民中學人力資源管理與學校創新經營效能具中高度正相 關。 依據上述研究結論，本研究提出相關建議，俾供教育行政機關、國民中學以及未來研究之參考。