本研究依研究目的，首先，經由文獻探討閱覽有關學校內部公共關係與學校效能之相關文獻，並擬定研究架構。進而，以桃園縣國民中學校長、主任、兼任組長、教師為取樣對象、實施調查，並訪談校長、主任、兼任及專任組長、教師等10人。根據資料分析結果與討論，提出結論及建議，以作為相關單位、學校行政領導、學校教職員工及未來研究者之參考。 綜上所述，本研究之結論如下： 一、不同規模國民中學在整體內部公共關係和各層面，皆屬於「中」到「中上」程度的表現，在五個層面中學校成員知覺以「訊息傳達程度」為最佳。訪談結果顯示，受訪學校成員皆認為學校應安排多元性質的各項聯誼活動，以利增進同仁間之情誼。在調查研究與訪談中發現，學校成員對於學校事務的參與態度，是屬於積極的；但是能參加的機會卻偏少，許多的決策是由少數人所決定，學校成員會因不瞭解與認知不足而排斥，造成政策或計畫之執行與推動上遭遇困難，學校行政單位應重視此一現象與問題。 二、不同規模國民中學學校效能就整體學校效能和各層面而言，均達「中上」程度，在六層面中以「師生的互動關係」最佳、其他依序為「成員在職進修」、「行政溝通與協調」、「成員的工作滿意」，而「學校氣氛與文化」「學生學習與行為的表現」表現較差。小型學校較其他規模學校對學校成員經常談論調校或離職它就的事感受強烈，小型學校多位於桃園縣偏遠之山區或海邊，交通不便，學生學習意願低，教師在小型學校取得任教資歷後，每年5、6月及忙於學校調動與介聘。中型學校則因班級數適中，學生人數較大型與特大型學校少，學校成員對師生之間之相處感受到融洽 特大型學校各項會議其會議功能不彰。除此之外在受訪者之訪談中亦表示，學校會議多數為代表制，常無法代表多數成員的意見，學校成員無法直接參與意見，會後之決議常與多數成員之意見與想法不符合。 三、不同「人口變項」的學校成員，在不同規模國民中學內部公共關係量表與學校效能量表的得分與差異各有不同，以職務、年資與年齡較顯著。在整體及各層面的表現，均屬「中上」程度的得分表現。 四、不同規模學校內部公共關係與整體學校效能及各層面具有高度密切的正相關。整體學校內部公共關係之各層面對學校效能各層面之相關影響顯著，不因學校規模不同而有所不同。學校內部公共關係表現程度愈高，學校的效能也愈佳。研究結果顯示：小型、中型學校之內部公共關係表現優於大型、特大型學校。 根據上述研究發現與結論，提出幾點建議： 一、因應學生人數逐年遞減，教育當局整併學校時，應整體考量學校之規模以利學校內部公共關係之推展，創造溫馨、和諧之學習環境。 二、為營造溫馨校園增進同仁間之情誼，應將學校內部公共關係之具體活動與工作列入校務評鑑項目中，如此方能落實促進內部公共關係之活動確實執行。 三、應編列預算計畫性之辦理有關公共關係知能研習，以幫助同仁在人際關係與溝通技巧之增進。 四、建立師徒制；資深年長之教學優良教師，協助帶領新進教師認識教學場域之相關事宜，幫助新進、資淺教師熟悉教學相關事務，增進同仁情誼。 五、攸關學校成員之學校政策或措施，應架設意見溝通平台，充分溝通、彼此瞭解，透過民主方式決議，公告週知後方能執行，以避免校內衝突之發生。 關鍵字：學校內部公共關係、學校效能

本研究旨在探討台北縣國民中學校長工作價值觀與學校效能之現況及其關聯性，根據上述研究目的建構本研究架構，以問卷調查與訪談法進行研究，綜合研究結果提出結論與建議，期能提供初任校長、續任校長及有意參加候用校長甄試的參考。 本研究以全縣75所國民中學校長為「校長工作價值觀量表」的施測對像；而「學校效能調查問卷」施測對像包括校長，主任、組長、教師，共取得有效樣本「校長工作價值觀量表」75份、「學校效能調查問卷」832份，並據此以SPSS和LISREL進行資料分析，以平均數、標準差、t考驗、單因子變異數分析、積差相關、逐步多元迴歸等統計方法獲致以下結論： 一、台北縣國民中學校長目的性工作價值最符合「教育理想」；而工具性工作價值最重視「人文涵養」。 二、台北縣國民中學校長工作價值觀不因人口、環境變項而有顯著差異。 三、台北縣國民中學學校效能會因人口、環境變項不同而有顯著差異。 四、學校效能會因校長工作價值觀程度不同而異，高程度的校長工作價值觀其學校效能也較高。 五、校長工作價值觀與整體學校效能具有正相關；與學校效能除了「教師教學表現」之外的其他層面皆達顯著正相關。 六、校長工作價值觀的「成長卓越」層面與學校效能「教師教學表現」呈現負相關。 七、校長工作價值觀的「成長卓越」及「人文涵養」層面對學校效能具有預測作用。 根據上述結論，本研究分別對初任校長、續任校長及後續研究提出建議。 / The purpose of the research is aimed at the current situation and relations between the principal's work value and the school effectiveness in junior high school in Taipei. According to the purpose of the research mentioned、the framework is build up. By means of questionnaire surveys and interviews、the research proposes a conclusion and suggestions for the reference to those principals who are newly appointed、reappointed or those who intend to be. The survey of the principal's work value inventory is targeted for the 75 junior high school principals in Taipei County、and the school effectiveness questionnaire survey includes principals、deans、directors、and teachers. There were 75 effective samples obtained in the principal's work value inventory and 832 in the school effectiveness questionnaire survey. Based on SPSS and LISREL、the research is analyzed by means of average、standard deviations、t-test、one-way ANOVA、product-moment correlation、and multiple stepwise regression analysis、and so concludes its findings as follow: 1. The work value of purposes accords most closely with the ideal education for the junior high school principal in Taipei County. And the work value of tools puts most emphasis on human cultivation. 2. The principal's work value in junior high school in Taipei County is hardly differentiated by the varied caused of environment and individual variables. 3. The school effectiveness in junior high school in Taipei County is differentiated by the varied caused of environment and individual variables. 4. The school effectiveness will vary as a result of the concept of the principal's work value. The higher the concept of the principal's work value、the better the school effectiveness. 5. There presents significant positive correlation between the principal's work value and the whole school effectiveness、except for a less positive correlation in the teacher's teaching performance 6. There presents negative correlation between the remarkable growth level of the principal's work value and the teacher's teaching performance of the school effectiveness. 7. The remarkable growth level and the human cultivation level of the principal's work value make prediction of the school effectiveness. Accordingly、the research proposes possible suggestions for the newly appointed principal、the reappointed principal and those who intend to be principals as well as the research afterwards.

本研究旨在探討大專技職校院學校組織文化與學校效能之關係，並從不同人口背景變項與學校環境變項之教育人員其學校組織文化與學校效能知覺之差異情形及其兩者之關係強度。 本研究採用文獻分析法與調查研究法，根據研究目的、研究問題及文獻探討結果，編製「大專技職校院組織文化與學校效能調查問卷」進行預試，並依據因素分析結果編製正式問卷進行研究。本研究之研究對象為服務於台灣省、台北市、高雄市之大專技職校院之教育人員。為達到普遍性及全面性之效果，本研究樣本範圍遍及台灣地區九十所大專技職校院，總樣本為540人，每校抽樣比例上分別為校長1人、各處室主任2人、教師代表3人共6人。有效回收問卷共434份。問卷調查結果採用描述性統計、皮爾遜積差相關、t檢定、單因子變異數等統計方法進行分析。 本研究之主要發現如下： 一、大專技職校院人員對學校組織文化與學校效能知覺程度為中上程度。 二、就個人背景變項對學校組織文化與學校效能的知覺差異比較發現：（一）男性大專技職校院教育人員之學校組織文化知覺高於女性；（二）不同年齡大專技職校院教育人員之學校組織文化知覺差異不大；（三）高學歷之大專技職校院教育人員擁有較高之學校組織文化知覺；（四）資深之大專技職校院教育人員之學校組織文化知覺高於資淺者；（五）男性大專技職校院教育人員之學校效能知覺高於女性；（六）不同年齡之大專技職校院教育人員之學校效能知覺沒有顯著差異；（七）高學歷之大專技職校院教育人員擁有較高之學校效能知覺；（八）資深的教育人員對學校效能的知覺顯著高於資淺者。 三、就學校背景變項對學校組織文化與學校效能的知覺差異比較發現：（一）公立或私立學校之教育人員其學校組織文化知覺普遍上並沒有差異；（二）規模較小的大專技職校院人員在組織文化之「組織氣氛」與「組織認同」層面的知覺高於規模較大的大專技職校院人員；（三）不同學校位置的大專技職校院人員對學校組織文化的知覺沒有顯著差異；（四）學校歷史較久的大專技職校院人員之學校組織文化知覺高於學校成立歷史較淺者；（五）公立大專技職校院人員整體學校效能知覺高於私立學校大專技職校院；（六）規模較小的大專技職校院人員的學校效能知覺高於規模較大的大專技職校院人員；（七）不同學校位置的大專技職校院人員其學校效能知覺並沒有差異；（八）不同學校歷史的大專技職校院人員其學校效能知覺有顯著差異。 四、學校組織文化與學校效能之間關係密切。 依以上之研究發現，本研究對主管教育行政機關、大專技職校院與未來研究分別提出以下建議： 一、對主管教育行政機關之建議： （一）應調整公私立學校教育資源不均，讓公私立學校的學生享有相同的資源。 （二）應提升大專技職校院之教育與服務品質。 （三）應開放私立大專技職校院更多的自主空間。 二、對大專技職校院之建議： （一）應重視組織成員在學校所扮演的重要角色，營造學校良好的組織氣氛，產生組織認同，以提昇組織整體效能。 （二）應提供組織成員多參與學校行政校務的歷練機會，以提昇組織成員對學校組織文化與學校效能的知覺。 （三）應佈置優質的教學環境以提昇學生的學習表現，營造學校有效的學習的組織文化以提昇學校效能。 （四）應塑造優質學校文化，營造有效能的學校經營。 （五）落實合作訓練制度，發展組織成員間同僚學習及經驗傳承。 （六）應鼓勵組織成員進修，並建立完善之進修制度。 （七）應提昇組織成員對學校的認同感。 （八）歷史較悠久之學校應避免組織核心僵固窘境之發生。 三、對未來研究之建議 （一）研究對象方面，建議擴大研究群體（可納入家長）。 （二）研究變項方面，建議納入其他變項進行分析。 （三）研究方法方面，建議兼採質性研究。 （四）研究工具方面，建議再進一步加以改良。 / The purpose of this study was to explore the relationship between organizational culture and school effectiveness. The differences between organizational culture and school effectiveness were tested by various demographic variables and environmental variables. Moreover, researcher probed the relational intensity between school culture and effectiveness. The study was conducted with survey study as well as literature reviews. According to the result of literature review and the purposes and issues of this research, a 5-point Likert-like scale was compiled and used as a research tool for data aggregation after the process of factor analysis. The scale was sent to 540 Junior college’s personnel (including the principal of junior college, 2 assistant principals and 3 college teachers) of ninety junior colleges in Taiwan. 434 valid questionnaires were returned and analyzed by SPSS 12.0 for Windows at .05 significant level. Statistics methods such as descriptive statistics, Pearson Relations, t-test and one-way ANOVA were used to data analysis. The notable findings of this research were listed below: I. The perceptional levels of school culture and school effectiveness of personnel of junior colleges were all above average. II. The differences between organizational culture and school effectiveness which were validated by various demographic variables: (I)The perception of school culture of male college personnel are significantly higher than female college personnel; (II)The college personnel that at different age show no difference between their perception of school culture; (III)The college personnel that with higher education background have stronger perceptions of school culture; (IV)The senior college personnel have higher perceptions of school culture than the junior college personnel; (V) The perception of school effectiveness of male college personnel are significantly higher than female college personnel; (VI) The college personnel that at different age show no difference between their perception of school effectiveness; (VII) The college personnel that with higher education background have higher perceptions of school effectiveness; (VIII) The senior college personnel have higher perceptions of school effectiveness than the junior college personnel. III. The differences between organizational culture and school effectiveness were validated by various environmental variables: (I)The college personnel in public or private junior colleges showed no difference in the perception of school culture; (II)The college personnel who served in small-scoped colleges had higher perceptions of school culture in the dimensions of ‘organizational atmosphere’ and ‘organizational identification’. (III) The college personnel who served in different locations showed no difference in the perception of school culture; (IV) The college personnel who served in colleges with a long history had higher perception of school culture; (V) The college personnel in public colleges had higher perception of school effectiveness; (VI) The college personnel that served in small-scoped colleges had higher perceptions of school effectiveness; (VII)The college personnel who served in different locations showed no difference in the perception of school effectiveness; (VIII) The college personnel who served in colleges with different history showed significant difference in the perception of school effectiveness. IV. Organizational culture of school and school effectiveness are strongly related. Based upon the findings, several recommendations were made: I. Proposals to superior authorities :(I) The private and public junior colleges should endow with the same educational resources; (II) The quality of junior colleges should be promoted; (III) The private junior colleges should be deregulated and given more autonomy and freedom. II. Proposals to junior colleges: (I)The junior colleges should construct cordial atmosphere and lay stress on every personnel so as to improve their identification to organization, and promote the school effectiveness; (II)The junior colleges should give the personnel chances to participate in administrative work and promote their perceptions of school culture and school effectiveness; (III) The junior colleges should build up high quality teaching environment and enhance the performance of the students; (IV) The junior colleges should emphasize on effective organizational management; (V) The junior colleges should actualize teamwork training system and develop mutual learning and knowledge sharing of organizational personnel; (VI) should encourage in-service training and build up integrated system of training; (VII) should enhance the identification of organizational personnel; (VIII) should vitalize organizational mechanism and avoid core rigidity happen. III. Proposals to further research :(I)The research samples should be expanded (ex. parents); (II) More demographic variables and environmental variables should be put for analysis; (III) Qualitative studies should be adopted to make possible more in-depth awareness of the issues; (IV) The research tool should be reformed.

本研究主要目的在（一）探討社區參與學校教育及學校效能現況。（二）探討不同背景之教師所知覺到社區實際參與學校教育以及學校效能之差異情形。（三）探討社區參與學校教育與學校效能之相關性。（四）探討社區參與學校教育對學校效能之預測力。（五）綜合研究結果，提出具體結論與建議，以供教育行政機關、桃園縣國民中學校長及教育人員作為改善行政領導、增進與社區互動、提高社區參與學校教育以提昇學校效能之參考。 本研究以問卷調查法為主，半結構式訪談為輔，以自編「桃園縣國民中學社區參與學校教育與學校效能調查問卷」為工具、桃園縣54所國民中學教師（含校長、主任、組長、導師和專任）750人為施測對象，回收正式問卷665份（回收率89﹪）、有效樣本601份（可用率80﹪）。所得資料以SPSS/PC10.0版統計套裝軟體進行描述性統計、t考驗、單因子變異數分析、Pearson積差相關、逐步多元迴歸分析等統計方法加以分析與解釋，所獲得的主要結論如下： 一、 社區參與學校教育整體言，現況為中等以下程度，尚不普遍。 二、 社區參與學校教育以「教學活動」、「校務發展」層面較多，而以「人事遴聘」層面最少。 三、 學校效能整體言，現況評價為很高程度，大致很好。 四、 學校效能在「學校氣氛」、「教學品質」、「學校環境」、「學生表現」等各層面評價為很高，為中等以上程度，而「社區支持」仍排最末。 五、 校長、鄉鎮地區學校教師，對社區參與學校教育整體的知覺上，有顯著較高的傾向。 六、 男性、年長、校長、服務資深、大型規模學校以及鄉鎮地區的教師對學校效能整體的知覺上，有顯著較高的傾向。 七、 正向的社區參與學校教育，可提升學校效能。 八、 社區參與學校教育各層面對整體學校效能有預測力，其依序為「校務發展」、「校園建設」、「教學活動」、「活動與經費支持」及「人事遴聘」等五層面。 九、 依據訪談結果，國中社區人士與校長（或教師）雙方的看法若有不同時學校的處理態度有四種：（一）家長向學校反映、抗議或訴諸媒體（二）尊重學校做法（三）共同討論與溝通（四）彼此不相推託，有同理心的心態。 十、 學校可主動研擬適當的策略，以提昇社區參與學校教育。 十一、 「社區參與學校教育與學校效能關係的探討」的研究結果，可作為學校經營的重要參考。 依據研究結果，對教育行政機關的建議如下： 一、 訂定家長參與學校教育法，使家長參與學校教育於法有據。 二、 訂定全國家長日，以落實社區參與學校教育的意義。 三、 訂定社區參與學校教育的獎勵與監督措施。 四、 校務評鑑的「學校與社區關係」指標，增加其比重，加強學校重視與社區關係的互動與經營。 五、 校長培訓課程中涉有「學校與社區關係」、「社區參與與學校效能」等主題，以提昇校長與社區互動的認知。 依據研究結果，對桃園縣國民中學的建議如下： 一、 學校多舉辦有關「學校與社區關係」、「親師合作方案」、「溝通技巧」等教師成長課程，以加強教師與社區互動的認知與技能。 二、 學校多舉辦學生學習成果發表、藝文活動等，以提昇社區參與學校教育的意願。 三、 學校多舉辦有關「學校行政」、「教改政策」、「教育原理」、「親職教育」、「人際互動」等成長課程，以培養家長對教育有正確的理念。 四、 訂定家長契約，以明定家長參與學校教育有關的各項權利與義務。 五、 主動研擬社區參與學校教育的計劃，並設有專人，負責推動與執行。 六、 學校應積極重視社區參與學校教育之「教學活動」、「校務發展」等層面，以提昇學校效能。 七、 設計多元化溝通管道，以滿足不同社區家長的需求。 八、 加強學校、家長與社區的互動關係，可提昇學校效能。 九、 鼓勵導師與專任教師擔任行政工作，加強與社區的互動。 依據研究結果，對社區人士的建議如下： 一、 強化學校、鄉鎮市與全縣性各層級之家長會組織運作與功能的發揮。 二、 配合各學校及社區之條件與特色，以漸進與多樣化方式參與學校教育。 依據研究結果，對未來研究的建議如下： 一、 在研究對象方面－擴大施測範圍至北區或全國。 二、 在研究方法方面－採個案研究法。 三、 在研究工具編製方面－編製更為完善的「社區參與學校教育與學校效能量表」。 四、 在研究內容方面－探討社區參與學校教育的困難。

本研究旨在探討國民中學學習型組織與學校效能。首先，蒐集有關學習型組織、學校效能的相關文獻，加以研究。其次，提出研究架構，再以「國民中學學習型組織與學校校能調查問卷」為研究工具。 然後以桃園縣之公私立國民中學（含公私立高中附設國中部）教師為研究母群體，以分層隨機抽樣抽取45學校發出問卷450份，回收421份，回收率達93.56%，有效問卷393份，有效回收率為87.33%。所得資料以描述性統計、t-考驗、單因子變異數分析、積差相關等統計方法進行資料分析，再就研究結果分別加以討論。 根據問卷調查結果，獲致以下結論： ㄧ、國民中學教師之絕學習型組織與學校效能之現況屬中高程度。 二、國民中學教師對學習型組織之知覺因學校歷史、學校規模之不同 而有顯著差異。 三、國民中學教師對學校效能之知覺因年齡、性別、學校歷史、學校 所在地區、學校規模之不同而有顯著差異。 四、國民中學學習型組織與學校效能之間有顯著相關。 根據研究結論，提出以下建議： ㄧ、對桃園縣政府教育行政主管機關之建議 （一）定期舉辦學習型組織專業知能之教育訓練與研習活動，增 進教育人員對學習型組織與學校效能的正確認知，以提昇 教育品質。 （二）合理調整學校班級規模，讓國民中學學校規模朝中型學校 發展。 （三）補助偏遠學校的軟硬體設施，及補助清寒貧困學生，留住 教師，盡心盡力投入教學，以提升偏遠學校教育品質。 二、對學校、校長的建議 （一）建議國民中學校長善用教師特性、學校特性，營造符合學 校發展特色的學習型組織。 （二）善用資深教師經驗及其能力，指導、協助資淺或新進教師， 達到傳承優良班級經營與教學效果。 （三）學校應積極營造成為學習型組織，校長除以身作則參與 外，更應鼓勵與帶動同仁：建立共同願景、團隊學習、改 善心智模式、自我超越、系統思考，以提升同仁專業能力， 提升學校效能。 （四）衡量學校歷史、社區特性與特色，發展適應當地人文色彩、 地方特色的學校教育。 （五）從「系統思考」、「自我超越」、「建立共同願景」型塑學 校學習型組織，提高學校行政效能。 三、對教師的建議 （一）教師們應運用「建立共同願景」、「團隊學習」、「改善 心智模式」、「自我超越」、「系統思考」，以提升班級 經營與學校效能。 （二）年資淺或新進教師能夠向資深有經驗之教師虛心請教，並 多參加活動與研習進修，以提升專業知能。 （三）教師應追求自我超越，參與團隊學習，改善心智模式，以加 強教學效能 四、對未來研究的建議 對研究對象、研究方法及研究工具提出未來研究之參考。 / A Study of the Relationships between Learning Organization and School Effectiveness in Junior High School - Using Taoyuan County as Example Advisor：Min-Ju ching ,PH.d. Author：Jung-kun wen Abstract The purpose of this study was to explore the relationships between learning organization and school effectiveness in Junior High School. First,relevant literature on learningorganization and school effectiveness was collected,investigated, and analyzed.Next, the framework of the research was devised,“Questionnaire of the Investigation of Learning Organization and school effectiveness in Junior High School ”- was developed accrodingly. Then, Junior High School teacher were used as research population, from which 450 teacher in 45 schools were randomly sampled as research subjects. 393 copies of the 421 guestionnaires issued were returned, among which 393 copies were valid. The returning ratio was 87.33%.After questionnaires were collected, statistics methods, such as descriptive statistics, t-test, one-way ANOVA, Pearson,s product-moment correlation,were used to analyze the research data. Conclusions of this study are as follows： （1）Junior High School teacher situation are in the high-intermediary level. （2）Respondent show different perception on Learning Organization due to the differences of history of school,and scale of school. （3）Respondent show different perception on school effectiveness due to the differences of sex, age, history of school,region of school and scale of school. （4）There are significant relationships existed among learning organization and school effectiveness. Suggestions based on the above con clusions are proposed To the educational administration agencies,the junior high schools, teachers,and future studies.

本研究之主要目的首先在瞭解台北縣公立國中參加「組織再造及人力規劃試辦方案」的執行情形與「學校效能」的現況。其次，比較不同的學校背景變項對「組織再造及人力規劃試辦方案」的執行現況與「學校效能」的表現之差異情形，最後，探討「組織再造及人力規劃試辦方案」的執行情形與「學校效能」表現之間的關係。 本研究之研究方法係以問卷調查法為主，訪談為輔，調查對象為九十四學年度台北縣公立國中參與「組織再造及人力規劃試辦方案」之學校教育人員，採抽樣方式，共發出問卷805份，回收問卷577份，有效問卷555份，佔回收問卷96.2%。隨後將調查所得之問卷資料輸入電腦後，採用平均數、標準差、平均數差異考驗、單因子變異數分析、皮爾遜積差相關、典型相關、逐步多元回歸分析等統計方法加以分析處理。 本研究獲致以下結論： 壹、「組織再造及人力規劃試辦方案」執行情形與「學校效能」表現情形皆 屬較佳程度。 貳、「組織再造及人力規劃試辦方案」執行情形因不同的教育程度、職務及學 校位置的背景變項而有差異。 參、「學校效能」表現因不同的職務、學校規模、學校位置及學校歷史的背景 變項而有差異。 肆、「組織再造與人力規劃試辦方案」執行情形與整體「學校效能」之間呈現 高度正相關。 伍、「組織再造與人力規劃試辦方案」各層面執行情形對整體「學校效能」有 高度預測力。其中以「人力資源規劃」最有預測力。 陸、「組織再造與人力規劃試辦方案」各層面執行情形對整體「學校效能」有 典型相關因素存在。 最後，根據上述研究結論，本研究提出相關建議，以供教育行政機關及各試辦學校與後續研究者之參考。 關鍵字：組織再造、人力資源規劃、學校效能 / The Study on The Implementation Status of “Organization Reconstruction and Human Resources Planning Trial Run Program” and School Effectiveness -- An Example of Public Junior High School in Taipei County Abstract The main purposes of this study is to understand current school effectiveness and the implementation status of Taipei County Public Junior High Schools’ trial run for the “Organization Reconstruction and Human Resources Planning Trial Run Program”. Secondly, we compare the effects of different school background variables to the implementation status of “Organization Reconstruction and Human Resources Planning Trial Run Program” and the performance of “School Effectiveness”; we also investigate the relationship between the implementation status of “Organization Planning Trial Run Program” and the performance of “School Effectiveness”. The research method of this study is based on questionnaire survey and assisted with interview, our research subjects are chosen by sampling from school staffs in 2005 academic year Taipei County Public Junior High Schools’ trial run of “Organization Reconstruction and Human Resources Planning Trial Run Program”. A total of 805 copies of questionnaire were sent out and 577 copies were retrieved. There were 555 copies of valid questionnaire rendered, a retrieval rate of 96.2%. Survey data were inputted in the computer and analyzed by statistical methods, including mean, standard deviation, t-test, one-way ANOVA, Pearson’s product-moment correlation, canonical correlation, and stepwise multiple regression. The conclusions of this study are as follows: 1)The implementation status of “Organization Reconstruction and Human Resources Planning Trial Run Program” and the performance of “School Effectiveness” are in comparatively good standing of achievement. 2)There are variances of the implementation status of “ Organization Reconstruction and Human Resources Planning Trial Run Program” due to different background variables such as education, position and school location. 3)There are variances of the performance of “School Effectiveness” due to different background variables such as position, scale of the school, school location and school history. 4)There is a highly positive correlation between the implementation status of “Organization Reconstruction and Human Resources Planning Trial Run Program” and the overall “School Effectiveness”. 5)The implementation status in every aspect of “Organization Reconstruction and Human Resources Planning Trial Run Program” has high predictability of the overall “School Effectiveness”, especially in the aspect of “human resources planning”. 6)There are canonical correlation factors between the implementation status in every aspect of “Organization Reconstruction and Human Resources Planning Trial Run Program” and the overall “School Effectiveness”. Finally, based on the above conclusions, we propose several suggestions for educational administration authority, every school in the trial run program and researchers as future references. Keywords: organization reconstruction, human resources planning, school effectiveness

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

本研究旨在瞭解桃園縣公立國民中學校長科技領導與學校效能的現況，並分別針對不同教師個人背景變項和學校環境變項在校長科技領導與學校效能上差異情形加以探討；其次分析兩者之間相關情形；最後則針對其預測力進行分析。本研究採問卷調查法，以桃園縣公立國民中學教師為調查和分析的對象，編製「國民中學校長科技領導與學校效能相關之研究調查問卷」進行調查，抽取桃園縣59所公立國民中學之567位國中教師為樣本，蒐集的資料以t考驗、單因子變異數分析、Scheffé事後考驗法、皮爾遜積差相關、多元逐步迴歸分析等統計方法進行分析。研究結果如下： 一、桃園縣公立國民中學校長科技領導與學校效能之現況均屬中上良好程度。 二、桃園縣公立國民中學校長科技領導會因教師性別、年齡、年資、職務、學 校規模變項之不同，而有顯著差異情形；至於學歷、學校歷史變項，則無 差異。 三、桃園縣公立國民中學學校效能會因教師性別、年齡、年資、學歷、職務、 學校規模變項之不同，而有顯著差異情形；至於學校歷史變項，則無差 異。 四、桃園縣公立國民中學校長科技領導與整體學校效能具有顯著相關。 五、桃園縣公立國民中學校長科技領導對學校效能各層面具有高度預測力。 最後依據文獻探討，及上述之研究結論，提出以下建議，做為教育行政機關，國民中學校長，以及後續研究之參考。 壹、對教育行政單位的建議 一、提供國中校長科技領導之專業訓練，加強其科技領導能力，列為校長 職前與在職培訓課程。 二、將校長科技領導與學校效能納入學校校務評鑑。 三、提供學校必要的科技化教學設施與經費。 貳、對國民中學校長的建議 一、強化科技願景，妥善規劃資訊設施，加強溝通協調，提昇科技領導滿 意度。 二、整合不同意見，轉化教師心智模式，組成同儕成長團隊。 三、設置「知識管理團隊」及「知識教育平台」，進行專業分享與成長。 叁、對未來後續研究之建議 一、研究的地區可擴大到其他地區或學校層級，做跨縣市或跨學校層級之 比較。 二、研究的對象可增加教育局長，教育行政人員，做不同研究對象之比較。 三、研究的工具可增加「國民中學校長科技領導與學校效能關係半結構式 訪談問題」，以補本研究工具之不足。 關鍵詞：科技領導、校長科技領導、學校效能 / This research is to comprehend the current status of technology leadership and school effectiveness of public junior high school principals in Taoyuan County, in addition, to discuss the diverseness of technology leadership and school effectiveness of school principals to be aimed at background variables of individual teachers and school environment variables; moreover, to analyze the relationship between both factors; finally, to analyze the forecast ability of both factors. This research investigated and analyzed public junior high school teachers in Taoyuan County by questionnaires of [Related research questionnaire of the relationship between technology leadership and school effectiveness of junior high school principals], randomly selected 567 teachers form 59 public junior high schools in Taoyuan County as samples, collected data were analyzed by using statistics methods such as t-test, one-way Analysis of Variance (ANOVA), Scheffé Post Hoc, Pearson product-moment correlation, multiple-regression -analysis etc., and gained following results: 一、Current status of the technology leadership and school effectiveness of public junior high school principals in Taoyuan County are in fairly good level. 二、The technology leadership and school effectiveness of public junior high school principals in Taoyuan County show significant diversities according to variables such as teacher’s age, seniority, post, scale of school etc.; other variables such as sex, academic background, school history etc. did not show diversities. 三、The school effectiveness of public junior high schools in Taoyuan County show significant diversities according to variables such as teacher’s age, seniority, post, scale of school etc.; other variables such as sex, academic background, school history etc. did not show diversities. 四、The technology leadership and the whole school effectiveness of public junior high school principals in Taoyan County are significantly related. 五、The technology leadership of public junior high school principals in Taoyuan County have high forecast abilities toward school effectiveness in every level. Finally, by literatures discussions and the conclusion of above research to make following suggestions, as references for educational administrative administrations, junior high school principals and follow-up researches. 一、Suggestions to educational administrative administrations: 1.To provide professional trainings of technology leadership for junior high school principals, to increase the technology leadership ability and make it as pre-post and on-the-job principals training programs. 2.To add technology leadership and school effectiveness into school administration evaluation. 3.To provide efficient facilities and budgets for scientific teaching for schools. 二、Suggestions to junior high school principals: 1.To strengthen technology prospects, well planning information facilities, improving communications and co- ordination, increase technology leadership satisfaction. 2.To integrate different opinions, converting teacher’s mental models, forming a same generation growing team. 3.To allocate [knowledge management team] and [knowledge education platform], proceeding professional sharing and growth. 三、Suggestions to follow-up researches: 1.The research area can be expended to other areas or different levels of schools, in order to make comparisons between counties, cities or school levels. 2.The research target can include the Minister of Education, educational administrative staffs, in order to make comparisons between different research targets. 3.The researching tools can add [The relationship between technology leadership of junior high school principals and school effectiveness semi-structural interview questions], in order to complement the researching tools of this research. Keywords: technology leadership, principals technology leadership , school effectiveness

本研究旨在探討國民小學組織學習、組織創新與學校效能之間的關聯性。研究採用調查研究法，以新竹縣、新竹市公立國民小學教師為對象，預試階段共發出 240 份問卷，回收有效問卷為 203 份，並以項目分析、二階驗證性分析、信度分析進行研究工具之發展；正式施測階段共發出 700 份問卷，回收有效問卷 502 份，並分別以描述性統計分析、單因子單變量變異數分析、單因子多變量變異數分析、區別分析、皮爾森積差相關、多元逐步迴歸分析及結構方程模式（直接效果、中介效果、調節效果）等統計方式對回收資料進行分析。 本研究獲致以下結論： 一、國民小學組織學習量表、組織創新量表、學校效能量表之測量模式具有良好之品質。 二、「團隊學習」、「資源運用創新」與「課程教學品質」分別最能呈現組織學習、組織創新與學校效能之效果。 三、國民小學整體組織學習現況尚稱良好，就各層面而言，以「系統思考」較佳，而「團隊學習」較低。 四、國民小學整體組織創新現況尚稱良好，就各層面而言，以「課程教學創新」較佳，而「行政管理創新」較低。 五、國民小學整體學校效能現況尚稱良好，就各層面而言，以「教師工作表現」較佳，而「家長社區支持」較低。 六、「擔任職務」是影響教師知覺組織學習、組織創新與學校效能的重要背景因素。 七、「學校規模」是影響學校組織學習與學校效能的重要環境因素。 八、「學校歷史」是影響學校組織學習的重要環境因素。 九、國民小學組織學習、組織創新與學校效能彼此之間具高度正相關。 十、國民小學組織學習及組織創新可以有效預測學校效能。 十一、組織學習可以透過組織創新的中介作用，正向影響學校效能。 十二、組織創新對組織學習與學校效能之間的關係具調節作用。 十三、學校效能對組織學習與組織創新之間的關係具調節作用。 本研究分別就實務應用及未來研究兩方面提出如下建議： 一、在實務應用方面 （一）推動組織成員之團隊學習，奠定組織學習基礎。 （二）活絡各項資源運用與改善舊有行政管理弊病，促進組織之創新。 （三）重視課程教學品質，經營家長社區伙伴關係，確保學校效能之展現。 （四）設立明確的機制及目標，系統性推動組織學習。 （五）鼓勵成員勇於嘗試與改變，營造正向的創新氛圍。 （六）檢核學校效能之展現，據以修正並推動革新。 （七）提供資源以支援組織發展。 （八）形塑學校為學習型組織。 二、在未來研究方面 分別就研究對象、研究變項與研究方法等方面，對未來研究提出建議。 / This research aims for clarifying the relationships among organizational learning, innovation and school effectiveness in the elementary schools. Questionnaire survey method is adopted. In pretest, 240 elementary-school teachers of Hsinchu County and Hsinchu City were chosen as samples and total 203 responses were collected. Item analysis, second-order confirmatory factor analysis and reliability analysis were used to accomplish the research tools and other 502 sample data were collected from700 teachers on the official test stage. Then this data base was analyzed by using description statistics, ANOVA, MANOVA, discriminant analysis, Pearson correlation, multiple regression and SEM. 13 conclusions are proposed: 1.The qualities of the measurement model of the 3 scales (organizational learning, organizational innovation and school effectiveness) are good. 2.“Team learning”, “the innovative use of resource” and “teaching quality” play the most key element in organizational learning, innovation and school effectiveness respectively. 3.The current states of elementary-school organizational learning are still good. Comparing all dimensions, “systematic thinking” is the best; “team learning” is the worst. 4.The current states of elementary-school organizational innovation are still good. Comparing all dimensions, “teaching innovation” is the best; “management innovation” is the worst. 5.The current states of elementary-school school effectiveness are still good. Comparing all dimensions, “teacher performance” is the best; “community support” is the worst. 6.The “position of teacher” is the most important background factor to affect teacher’s cognition for organizational learning, innovation and school effectiveness. 7.The “scale of school” is the most important environment factor to affect organizational learning and school effectiveness. 8.The “history of school” is the most important environment factor to affect organizational learning. 9.The relations among organizational learning, innovation and school effectiveness are highly positive correlated. 10.Elementary-school organizational learning and innovation can predict school effectiveness validly. 11.The positive effect of organizational learning on school effectiveness could be moderated by organizational innovation; 12.Organizational innovation would mediate the relation between organizational learning and school effectiveness. 13.School effectiveness would mediate the relation between organizational learning and Organizational innovation. Furthermore, practical and academic advices are addressed in this research. On practical, 1.To promote the team learning among organization members to establish the foundation of organizational learning 2.To loose the use of resource and correct the old mistakes on management to stimulate organization innovation 3.To take the quality of teaching seriously and build up the partnership with parents and community to make sure the school effectiveness. 4.To set the clear vision and mechanism to promote organizational learning systemically. 5.To encourage members to try and change 6.To inspect the outcome of school effectiveness to correct and urge school transformation 7.To offer resource to support organization development 8.To shape school become a learning organization On academic, this research addresses some future advices on research subject, elements and methodology.

本研究旨在探討桃園縣國民中學女性校長轉型領導與學校效能之關係，以問卷調查法進行研究，研究問卷調查對象是以97學年度桃園縣國民中學校長為女性之25所學校，對教師以分層隨機抽樣方式抽取408名為問卷填答的對象，回收後可用問卷379份，問卷可用率為92.9%。採用SPSS 16.0 for Windows與LISREL 8.87統計套裝軟體進行分析，獲得以下結論： 一、桃園縣國民中學教育人員知覺女性校長運用轉型領導屬於「中高程度」表現。 二、桃園縣國民中學教育人員知覺女性校長的學校效能屬於「中高程度」表現。 三、學歷較低、身兼行政職務、學校規模越小和學校歷史較短的教育人員，越能知覺到國民中學女性校長運用轉型領導。 四、身兼行政職務、學校規模較小和學校歷史較短的教育人員，越能肯定國民中學女性校長的學校效能。 五、女性校長轉型領導能正向影響學校效能。 依據研究之結論，研究者提出下列建議，以提供參考： 一、對國民中學女性校長之建議 （一）校長應增進對教師的關懷協助之知能，並建立信賴友善關係。 （二）校長應多鼓勵教師參與進修，以提昇教師的專業知能。 （三）加強行政部門與導師和專任教師的溝通協調技巧，以凝聚全校共識。 二、對教育行政機關之建議 （一）女性校長在規模較小和歷史較短的學校較易獲得肯定，可供校長遴選作業參考。 （二）不斷提供校長轉型領導的新資訊，並使理論與實務能整合。 （三）校長甄選時應將轉型領導之專業知能融入。 關鍵詞：女性校長、轉型領導、學校效能 / This paper aims at exploring the relationships between transformational leadership of female principals and school effectiveness presented from the junior high schools in Taoyuan County. A questionnaire survey is conducted for the study. The objects being surveyed were the female principals from 25 junior high schools in Taoyuan County in 2008. 408 teachers were selected via stratified random sampling to fill in the questionnaire. 397 valid copies of the questionnaire were collected with the questionnaire availability at 92.9%. The software packages including SPSS 16.0 for Windows and LISREL 8.87 were adopted for conducting analysis. The conclusions are as follows: 1. The teachers from the junior high schools in Taoyuan County perceived the application of transformational leadership shown by the female principals as “upper-intermediate level”. 2. The teachers from the junior high schools in Taoyuan County perceived the school effectiveness performed by the female principals as “upper-intermediate level”. 3. The teachers with lower educational degree, concurrently being in charge of administrative works, working for a small-scale school as well as a school of shorter history perceived more about the application of transformational leadership shown by the female principals of the junior high schools. 4. The teachers concurrently being in charge of administrative works, working for a small-scale school and a school of shorter history were more affirmative about the school effectiveness achieved by the female principals in the junior high schools. 5. Transformational leadership of female principals showed positive effect on school effectiveness. Based on the conclusions of the study, the author proposed the following suggestions for reference in the future: 1. Suggestions for the female principals of junior high schools （a） Principals should increase their knowledge in caring for and assisting teachers and establish a trustful and friendly relationship. （b） Principals should encourage teachers to take part in further study so as to enhance their professional knowledge. （c） The communication and coordination skills between the administrative departments, class teachers and subject teachers should be strengthened so as to achieve the consensus of the whole school. 2. Suggestions for educational administrations （a） Female principals gain affirmation easier when they are in small-scale schools or schools of shorter history. This fact can be served as a reference for principal election. （b） New information on transformational leadership of principals should be updated from time to time. The integration of theories and practices should be enabled. （c） The professional knowledge in transformational leadership should be introduced while selecting a principal. Keywords: female principal, school effectiveness, transformational leadership