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。

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

本研究旨在建構並驗證高中職學校分布式領導、教師專業社群與學校創新經營效能之模式，並比較不同教師背景變項及學校環境變項的差異，依據研究所得結論，分別對教育行政機關、學校及教師提出建議，以做為推展校長分布式領導、促進教師專業社群運作，及提升學校創新經營效能之參考。 本研究使用問卷調查法，以單因子變異數分析、皮爾森積差相關、多元迴歸、結構方程模式等統計方法，探討高中職學校分布式領導、教師專業社群與學校創新經營效能之關係及模式驗證。透過文獻的蒐集與探討，提出本研究的研究架構和徑路關係模式圖。研究對象為國立高中職學校995 位教師；研究工具為研究者自編之校長分布式領導、教師專業社群與學校創新經營效能關係之調查問卷。 經由統計分析與討論，本研究獲得以下結論： 一、教師對校長分布式領導、教師專業社群與學校創新經營效能的知覺是正向的。 二、部分教師背景變項與學校環境變項的教師對校長分布式領導、教師專業社群與學校創新經營效能的知覺具有顯著差異。 三、校長分布式領導、教師專業社群與學校創新經營效能三者之間具有關聯性。 四、校長分布式領導、教師專業社群對學校創新經營效能均具有預測力。 五、本研究所建構的結構模式具有良好的適配度，校長分布式領導、教師專業社群對學校創新經營效能均具有顯著直接效果。 關鍵詞：分布式領導、教師專業社群、學校創新經營效能

本研究主要目的在分析新北市國民中學校長創新領導行為、教師知識管理能力與學校創新經營效能之關聯。研究採用調查研究法，以新北市之公立國民中學教師為研究對象抽40所學校，計有496位。問卷調查結果採用描述性統計、t考驗、單因子變異數分析、皮爾森積差相關以及多元逐步迴歸等統計方式加以分析。 　　本研究得到下列項結論： 一、新北市國民中學校長創新領導行為情況良好，並以「創造思考」為最佳。 二、新北市國民中學教師知識管理能力表現良好，並以「知識獲取」為最佳。 三、新北市國民中學的學校創新經營效能情況良好，並以「創新學校表現效能」為最佳。 四、新北市國民中學不同性別、現任職務、學校規模之教師在知覺校長創新領導行為上有顯著差異。 五、新北市國民中學不同現任職務、服務年資、學校規模之教師在教師知識管理能力上有顯著差異。 六、新北市國民中學不同現任職務、服務年資、學校規模之教師在知覺學校創新經營效能上有顯著差異。 七、國民中學校長創新領導行為、教師知識管理能力與學校創新經營效能三者間具有正向的關聯。 八、國民中學校長創新領導行為及教師知識管理能力的分層面，對學校創新經營效能有正向的預測作用。 　　最後，根據研究結果提出主要結論與相關建議，以供教育行政機關與國民中學之參酌。 / The purpose of this study is to examine the relationship among principals’ innovative leadership behavior, teachers’ knowledge management capability, and effectiveness of school innovation management. Data were collected from 496 teachers of 40 junior high schools in New Taipei City. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, pearson correlation analysis, and stepwise regression. Conclusions were as follows: 1. The perceptions from the junior high school teachers about principals’ innovative leadership behavior are positive. Furthermore, “creative thinking” is the highest. 2. The perceptions from the junior high school teachers about teachers’ knowledge management capability are positive. Besides “knowledge acquirement” is the highest. 3. The perceptions from the junior high school teachers about effectiveness of school innovation management are positive. “innovative school performance” is the highest in addition. 4. Teachers from different gender, position, and school size in New Taipei City, they had diversely feeling about principle’s innovative leadership behavior. 5. Teachers form different position, seniority, and school size in New Taipei City, their knowledge management capability are obviously difference. 6. Teachers form different position, seniority, and school size in New Taipei City, their perception of school innovative efficiency are obviously diversity. 7. Principle’s innovative leadership behavior, teachers’ knowledge management capability and effectiveness of school innovation management, these three factors had highly positive correlation. 8. The sub-level of the principals’ innovative leadership behavior and teachers’ knowledge management capability can apparently predict the effectiveness of school innovation management. 　　At last, according to the results, this study provides the conclusion and the suggestions particularly for the institution of educational administration and junior high schools.

本研究旨在瞭解目前新北市國民小學校長分布式領導、教師工作壓力與學校創新經營效能的現況，分析不同背景變項下之教師，知覺校長分布式領導、教師工作壓力與學校創新經營效能之差異情形，並探討三者間之關係，最後探討校長分布式領導與教師工作壓力對學校創新經營效能之預測力分析。 本研究採問卷調查法，以新北市之公立國民小學教師為母群體，共計抽樣50所學校，發出800份問卷，回收707份，回收率約達88.4%；有效問卷668份，問卷回收可用率為94.5%。問卷調查結果以描述性統計、t檢定、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統計方法加以分析與探討。本研究獲致之結論如下： 一、目前新北市國民小學教師知覺校長分布式領導為中高程度，以「領導能量的投 入」得分最高，「營造信任文化」得分最低。 二、目前新北市國民小學教師工作壓力感受為中低程度，以「工作負荷」壓力感受 最高，以「支持系統」壓力感受最低。 三、目前新北市國民小學教師知覺學校創新經營效能為中高程度，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、新北市國民小學教師，因性別、年齡、最高學歷、服務年資、現任職務、校長 最高學歷與校長年資的不同，在知覺校長分布式領導上有顯著差異。 五、新北市國民小學教師，因性別、婚姻狀況、年齡、最高學歷、現任職務、學校 地區、校長年齡、校長最高學歷與校長年資的不同，在知覺教師工作壓力上有 顯著差異。 六、新北市國民小學教師，因性別、年齡、最高學歷、現任職務、學校規模、校長 性別、校長年齡、校長最高學歷與校長年資的不同，在知覺學校創新經營效能 上有顯著差異。 七、新北市國民小學校長分布式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(弱)負相關；新北市國民小學校長分布式領導與學校創新經營效能 則具接近高(強)正相關。 八、新北市國民小學校長分布式領導與教師工作壓力對學校創新經營效能有顯著預 測作用，以「適當的變革時機」的預測力最佳。 最後，根據本研究結果，提出具體建議，供教育行政機關、學校教育人員與未來研究參考。 / The main purposes of this research are to understand the current situations of principal’ s distributed leadership, teacher’ s job stress and the effectiveness of school innovation management in elementary schools in New Taipei City, and to analyze the differences of principal’ s distributed leadership, teacher’ s job stress and the effectiveness of school innovation management in terms of principals’ background, teachers’ background and school background in elementary schools. Furthermore, to explore the relationships among principal’ s distributed leadership, teacher’ s job stress and the effectiveness of school innovation management in elementary schools. Finally, to predict the effectiveness of school innovation management by principal’ s distributed leadership and teacher’ s job stress. To achieve the purposes, this research adopts a questionnaire survey and the population are teachers of public elementary schools in New Taipei City. The samples include 50 schools and 800 questionnaires were distributed. There were 707 questionnaires retrieved. The response rate of the questionnaire was 88.4%, and there were 668 valid questionnaires used finally in the statistical analysis, overall the usable rate was 94.5%. A series of statistical methods such as descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, stepwise multiple regression analysis are conducted to analyze the data collected. The conclusions of this research are as follows: 1.The perceptions from the elementary school teachers regarding principal’ s distributed leadership are medium-high level. The item “investment in leadership capacity” was the highest, and the item “a culture of trust” was the lowest. 2.The perceptions from the elementary school teachers regarding teacher’ s job stress are low-medium level. The item “work loads” was the highest, and the item “supporting system” was the lowest. 3.The perceptions from the elementary school teachers regarding the effectiveness of school innovation management are medium-high level. The item “innovative effectiveness of environment equipment” was the highest, and the item “innovative effectiveness of administrative service” was the lowest. 4.There are significant differences among gender, age, academic degree, service period, position, principal’s academic degree, and total service period as a principal in terms of principal’ s distributed leadership. 5.There are significant differences among gender, marriage, age, academic degree, position, school area, principal’s age, principal’s academic degree, and total service period as a principal in terms of teacher’ s job stress. 6.There are significant differences among gender, age, academic degree, position, school size, principal’s gender, principal’s age, principal’s academic degree, and total service period as a principal in terms of the effectiveness of school innovation management. 7.Teacher’ s job stress has low-negative correlation to principal’ s distributed leadership and the effectiveness of school innovation management. Principal’ s distributed leadership is medium-high-positively related to the effectiveness of school innovation management. 8.Both principal’ s distributed leadership and teacher’ s job stress serve a predictive function on the effectiveness of school innovation management, especially in the variable of principal’ s distributed leadership and the dimension of “a turning point”. Based on the above conclusions, some suggestions and references are proposed for educational authorities, principals and teachers of elementary schools, and future research.

本研究旨在探討桃園縣、新竹縣、新竹市與苗栗縣國民中學校長策略領導、學校組織文化與學校創新經營效能之現況，並分別針對不同校長個人背景變項和學校環境變項在校長策略領導、學校組織文化與學校創新經營效能的差異加以探討；其次，分析三者之關係；最後則針對其預測力進行檢證。 本研究採問卷調查法，經分層比例抽樣選取桃園縣、新竹縣、新竹市與苗栗縣國民中學之學校主任、組長、導師與專任教師為調查分析的對象，抽樣調查42所學校共500位教育人員，回收樣本495 位。以自編「國民中學校長策略領導、學校組織文化與學校創新經營效能調查問卷」為工具進行調查，調查所得的資料則以社會科學統計套裝軟體（SPSS for window 17.0 中文版）進行統計，調查所得的資料分別進行描述與推論統計，包括：描述性統計、t考驗、單因子變異數分析、Scheffé事後分析、皮爾遜積差相關、多元逐步回歸分析等統計方法進行後續分析與討論後，獲致以下研究結論： 一、 桃園縣、新竹縣、新竹市及苗栗縣國民中學教師對策略領導、學校 組織文化及學校創新經營效能之運作現況的 知覺屬於程度良好， 其中以「策略思維」、「科層型文化」及「學生活動創新效能」層 面的表現最佳，而「轉化願景」、「創新型文化」及「校園環境創 新能」層面較差。 二、 桃園縣、新竹縣、新竹市及苗栗縣國民中學不同校長性別在校長策 略領導、學校組織文化與學校創新經營效能上具有顯著差異。 三、 不同校長年齡在校長學校組織文化具有顯著差異。而在校長策略領 導與學校創新經營效能上則無顯著差異。 四、 不同校長在校年資在校長策略領導整體及各層面具有顯著差異，而 學校組織文化與學校創新經營未具有顯著差異。 五、 不同校長總年資在校長策略領導、學校組織文化與學校創新經營效 能上具有顯著差異。 六、 不同學校所在地在校長策略領導、學校組織文化與學校創新經營效 能上具有顯著差異。 七、 不同學校歷史在校長策略領導、學校組織文化與學校創新經營效能 之「行政管理創新效能」、「校園環境創新效能」及「社會資源運用 創新效能」方面上具有顯著差異。 八、 不同學校規模在學校組織文化之「創新型文化」層面與學校創新經 營效能上具有顯著差異。而校長策略領導則無顯著差異。 九、 桃園縣、新竹縣、新竹市及苗栗縣國民中學校長策略領導、學校組 織文化與學校創新經營效能三者之間有密切的正相關。 十、 校長策略領導與學校組織文化對學校創新經營效能整體具有預測力 其中以「創新型文化」、「轉化願景」、「引領變革」與層面最具 預測力。 十一、校長策略領導與學校組織文化各層面對整體學校創新經營效能各 層面具有預測力。 最後，依據研究結果，提出具體建議，俾供教育行政機關、校長以及後續研 究者之參考。 關鍵詞: 校長策略領導、學校組織文化、學校創新經營效能 / This research aims to study the current situations of school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools, especially in the junior high schools in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County. The school principals’ different personal backgroud and dissimilar environments of different schools are dissected while analyzing the relationship among the three. Moreover, the predictability of the three is examined respestively. The questionnaire investigation of this research adopts stratified random sampling method, and the subjects of the investigation are the school deans, section chiefs, homeroom teachers and subject teachers in the junior high schools in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County. Questionnaires are distributed to 500 educational personnel in 42 schools, and 495 of which are collected. The questionnaire used in the investigation is self-designed and the collected data and statistics are compiled by exercising SPSS for window 17.0. The acquired data are described, analyzed and discussed by using descriptive statistic, t-Test, One-way ANOVA, Scheffé Method, Pearson product-moment correlation, multiple regression analysis, and the findings are as the following. I. The junior high school teachers in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County are well aware of the situations of their school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools, especially in the aspects of ‘Tactic Thinking’, ‘Bureaucratic Culture’, and ‘Efficacy of Innovative Student Activities.’ Yet, the teachers don’t realize much about the aspects of ‘Prospect of Transformation’, ‘Innovative Culture’ and ‘Efficacy of Innovative School Environment.’ II. The gender difference of the school principals leads to obvious differences in school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County. III. The age difference of the school principals leads to obvious differences in the organizational cultrue of the schools. Rather, it makes no evidence differences in the school principals’ strategic leadership and the efficacy of the innovative management in the schools. IV. The difference in the years of working experence in the schools of the school principals leads to obvious differences in school principals’ strategic leadership. Rather, it makes no evidence differences in the organizational cultrue of the schools, and the efficacy of the innovative management in the schools. V. The difference in the total years of working experience of the school principals leads to obvious differences in school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools. VI. The difference in the location of the schools leads to obvious differences in school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools. VII. The difference in the history of the schools leads to obvious differences in school principals’ strategic leadership, organizational cultrue of the schools, and ‘Efficacy of Administrative Management’, ‘Efficacy of Innovative School Environment’ and ‘Efficacy of Application of Innovative Social Resources’ of the efficacy of the innovative management in the schools. VIII. The difference in the scale of the school leads to obvious differences in the efficacy of the innovative management in the schools, and ‘Innovative Culture’ in organizational cultrue of the schools. Rather, it makes no evidence difference in the school principals’ strategic leadership IX. There is a highly positive correlation among school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County. X. School principals’ strategic leadership, and organizational cultrue of the schools have predictability in the overall efficacy of the innovative management in the schools, especially in the aspects of ‘Innovative Culture’, ‘Prospect of Transformation’, and ‘Leading Reformation.’ XI. School principals’ strategic leadership, and organizational culture of the schools have predictability in different perspectives of the efficacy of the innovative management in the schools. At last, accoring to the results of the research, I’ve made some suggestions, hoping to provide reference materials for educational administrative organizations, school principals and other researchers in this field.