本研究旨在探討臺北縣國民小學校長科技領導與學校效能的關係，以作為提升學校效能的參考。為達此目的，經由瞭解臺北縣國民小學校長科技領導與學校效能的現況，比較不同背景變項下校長科技領導與學校效能的差異情形，並分析臺北縣國民小學校長科技領導與學校效能的關係。 在研究步驟方面，首先經由文獻探討建立研究的理論基礎，其次採用問卷調查方法，抽取臺北縣公立國民小學66校，共598位教師進行問卷調查，問卷回收經整理有效問卷為470份，回收率為79%。資料輸入電腦後以SSPS for Windows 及LISREL軟體進行次數分配、平均數與標準差、T考驗、單因子變異數分析、薛費法 (Scheffé Method) 法進行事後比較、Pearson’s積差相關與結構方程模式(SEM)等方法進行統計分析，本研究獲得的結論如下： 一、臺北縣國民小學校長科技領導與學校效能之現況均屬中高良好情形。 二、臺北縣國民小學校長科技領導會因教師年齡、年資、職務、學校規模、校長資訊素養、校長學歷之不同，而有顯著差異；至於教師性別、學歷、學校歷史，則沒有差異。 三、臺北縣國民小學學校效能會因教師年齡、年資、職務、學校規模、學校地區、校長資訊素養、校長學歷之不同，而有顯著差異；至於教師性別，則沒有差異。 四、臺北縣國民小學校長科技領導與學校效能間具有顯著正相關。 五、臺北縣國民小學校長科技領導對學校效能具有正向的影響。 根據結論本研究提出如下的建議： 壹、對教育行政機關之建議 一、在校長培育課程中列入科技領導相關課程，安排校長科技領導知能培訓，加強現職校長科技領導能力。 二、將校長科技領導列入校務評鑑與學校自我評鑑項目，引導科技領導於學校中實施。 三、設立校長進修制度，鼓勵校長進修，提升校長資訊素養與學歷，以增進校長科技領導與學校效能。 貳、對國民小學校長之建議 一、充實科技領導知能，兼顧科技領導各內涵層面，於學校中實施科技領導。 二、善用溝通技巧，暢通溝通管道，做好人際關係與溝通，以利科技領導於學校中實施，並提升學校效能。 三、做好科技領導的評鑑與研究，因應領導角色新典範的來臨。 參、對後續相關研究之建議 一、進行不同職務對科技領導與學校效能之探究，深化相關影響因素之瞭解。 二、擴大不同階段學校校長科技領導與學校效能關係之研究，厚實科技領導的理論基礎。 關鍵詞：科技領導、學校效能、結構方程模式

本研究旨在瞭解北區公私立高中校長策略領導與學校效能之現況，並分析校長人口變項、教育人員人口變項、學校環境變項在校長策略領導以及學校效能的差異情形，最後探討校長策略領導與學校效能之關係。 本研究以問卷調查法為主，半結構式訪談為輔。問卷調查法以自編「高中校長策略領導與學校效能調查問卷」（內含學校基本資料、校長策略領導量表與學校效能量表）為工具，並依問卷調查歸納相關的問題，設計並確定訪談大綱，做為訪談的依據，實地訪談公私立高中校長各1位，以確認問卷設計之方向，並藉由整理訪談文字資料、編碼歸類整理，以綜合問卷調查與訪談資料，進行研究結果的分析與討論。修正後問卷以臺北市、臺北縣、基隆市、桃園縣、新竹市、新竹縣之公私立高中教育人員為研究對象，分層隨機抽取30所學校，共發出問卷467份，回收458份，有效問卷458份。所得資料以描述性統計、ｔ考驗、單因子變異數分析與Scheffé事後比較、Pearson’s積差相關、多元逐步迴歸分析等統計方法進行資料分析。研究結論如下： 壹、北區公私立高中教育人員知覺校長策略領導與學校效能之現況，屬良好程度。 貳、在校長人口變項中，校長不同學歷與服務年資在校長策略領導表現無顯著不同，而校長不同性別與不同年齡則有差異，其中以男性優於女性，「36～45歲」優於「46～55歲」及「56歲以上」。 參、在教育人員人口變項中，不同性別、年齡、年資在校長策略領導表現無顯著不同，不同職務則有差異，以「主任或秘書」及「組長」表現較佳。 肆、在學校環境變項中不同位置、規模、類別、屬性對校長策略領導之表現均有差異，以「61班以上」、「直轄市」、「私立」、「普通高中」表現佳。 伍、在校長人口變項中，教育人員對校長不同性別在學校效能覺知上並無差異，而不同學歷、服務年資、年齡有差異，以「36～45歲」、「5年以下」及「31年以上」、「碩士四十學分」及「博士」表現較優。 陸、在教育人員人口變項中，不同性別在學校效能覺知上並無差異，而不同年齡、年資、職務則有差異，以「56歲以上」及「46-55歲」、「5年以下」及「21-30年」、「主任或秘書」及「組長」表現較優。 柒、在學校環境變項中，不同位置、規模、類別、屬性對學校效能之表現均有差異，以「41-60班」及「61班以上」、「直轄市」、「私立」、「綜合高中」之表現較佳。 捌、高中校長策略領導與學校效能之間，有顯著的正相關。 玖、北區公私立高中校長策略領導對學校效能具有預測力。 最後依據研究結果與結論，提出具體建議，以作為高中校長、教育行政機關、以及未來研究的參考。 / This study aims to investigate the current development of the public and personal principal’s strategic leadership and school effectiveness and to analyze the differences in teachers’ and principals’ personal variables and school environmental variables concerning principals’ strategic leadership and school effectiveness in north area. Finally, it explores the relationship between principal’s strategic leadership and school effectiveness. This study employs the research method of questionnaire surveys and semi structured interviews. The survey is used in the study, including the school database, principal’s strategic leadership questionnaire and school effectiveness questionnaire. The frame of the interview questions was designed according to the findings from the questionnaire. Two principals, each from the public and personal senior school, were interviewed to clarify and extend the findings of the survey. Then, the data retrieved from questionnaires and interviews were compiled, categorized, synthesized and analyzed. The revised questionnaires are studied by the teachings who work in the public and personal senior high school of Taipei City, Taipei County, Keelung City, Taoyuan County, Hsinchu City, Hsinchu County. Then, use random sampling way to select thirty senior schools. 467 subjects are randomly selected, 458 questionnaires were returned, and there are 458 questionnaires were valid. Valid sample data was analyzed and processed using the methods of description statistics, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation and stepwise multiple regressions. Following is the summary of the study: 1. The awareness of the strategic of principals and school effectiveness in north area are in good condition. 2. In the variable of principals’ personnel, there is no significant difference in the principal’s strategic leadership in terms of principals’ seniority, and educational background. But there are some differences in terms of principals’ gender and age. The male is better than the female, and the age between 36 – 45 years old are better than 46-55 years old and above 56 years old. 3. In the teaching’s group, there’s no significant difference in the principal’s strategic leadership in terms of gender, age, and seniority. While there are some differences in terms of position. The chief of department, secretaries and section leader are above average. 4. There are significant differences in the principal’s strategic leadership from schools of different scales. Over 61 classes, in the metropolitan, private owned and ordinary senior high schools got better scores. 5. There is no significant difference in the principal’s strategic leadership in terms of gender. There are significant differences in terms of principals’ educational background, seniority and age to the school effectiveness, and the age between 36-45 years old, under 5 years experiences, over 31 years experiences, master degree and above got better scores. 6. In the teaching’s group, there is no significant difference in the recognition of school effectiveness in terms of gender. While there are significant differences in terms of age, seniority, and position. The age between 46-55 years old and above, under 5 years experiences, between 21-30 years experiences, chief of department, secretaries, section leader got better scores. 7. There are some differences in the school effectiveness from schools of different scales. 41-60 classes and above, in the metropolitan, private owned and compound senior high schools got better scores. 8. It shows significant positive correlation between principal’s strategic leadership and school effectiveness. 9. Principal’s strategic leadership of the public and personal senior high schools in north area demonstrates the predictability of the school effectiveness. This study is finalized at proposing practical suggestions based on the findings and conclusions to educational administration authorities, senior high school principals, educators and faculty for further study and reference.

本研究旨在瞭解目前國民中學教師工作壓力、學校組織健康與學校效能的現況。分析不同背景變項的國民中學之教師工作壓力、學校組織健康與學校效能差異的情形；最後探討教師工作壓力、學校組織健康與學校效能間的關係。本研究研究方法為文獻分析、問卷調查法，並對台北市、新北市國民中學教師進行調查，共發送500份問卷，回收439份問卷，有效問卷為395份，蒐集之資料分別以描述性統計、單因子變異數分析、積差相關及多元迴歸等方法進行統計分析。 根據分析結果，歸納本研究結論如下： 一、不同年齡、學校規模之教師對工作壓力知覺有所差異。 二、不同年齡、職務、學校規模之教師對學校組織健康知覺有所差異。 三、不同年齡、學校規模之教師對學校效能知覺有所差異。 四、國民中學教師工作壓力及學校組織健康對學校效能有顯著之預測力 本研究建議如下： 一、建構健康的組織、減低教師工作壓力對組織健康形成正面作用 二、建立協助教師照顧家庭辦法 三、因應不同學校規模給予適當之協助 四、提供進修管道，充實行政知能 五、營造良好工作氣氛 / Abstract The purpose of this study was to explore the relationship among teachers’ working stress, school organizational health , and school efficacy in junior high school . The study methods included literature analysis, questionnaires survey. The questionnaires were distributed to 500 teachers in Taipei city and New Taipei city junior high schools, and 395 vaild questionnaires were retrieved, with 79% of availability. The data were analyzed with descriptive statistics, t-tset, one-way ANOVA, Pearson product-moment correlation, and multiple regression analysis. The main conclusions obtained were as follows: 1. There was a significant difference in teachers' perceptions of working stress due to the differences in the participants' age and school size. 2. There was a significant difference in teachers' perceptions of school organizational health due to the differences in the participants' age, position of service, and school size. 3. There was a significant difference in teachers' perceptions of school efficacy due to the differences in the participants' age and school size. 4. Both teachers’ work stress and school organizational health serve a predictive function on the school efficacy. According to the research results, this study offers several suggestions providing the education authorities, schools, and future researches to review.

本研究旨在探討桃園縣國民小學校長空間領導與學校效能之現況與差異，以及空間領導與學校效能之關係。本研究以問卷調查進行，以「永續校園推廣計畫」、「Innoschool 全國學校經營創新獎（校園環境美化組）」、「活化校園閒置空間總體計畫」之桃園縣96至101年之國民小學空間校園營造獲獎或受補助學校共計31所學校，以及隨機抽樣未獲上述獎項學校31所，共計62所學校之840位教職人員為受試者，回收問卷733份，有效問卷708份，回收率87%，可用率84%。調查結果以獨立樣本t考驗、單因子變異數分析、Pearson積差相關、多元迴歸分析等進行資料分析並提出若干建議，研究結論如下： 一、桃園縣國民小學教職人員知覺校長空間領導為中高程度，以「以空間領導體　 　　現教育意境」之知覺程度為最高，依序為、「以空間領導提升行政效能」、「以　 　　空間領導帶動課程發展」、「以空間領導激發教學創新」、「以空間領導拓展社 　　區關係」與「以空間領導豐富學習資源」。 二、桃園縣國民小學教職人員知覺學校效能為中高程度，以「社區認同」之知覺　 　　程度為最高，依序為「教師教學」、「行政品質」、「學生表現」與「環境營造」。 三、桃園縣國民小學教職人員以男性、擔任校長職務、年齡在41至50歲、學歷在 研究所以上、服務年資在21年以上、學校規模在19至36班、獲獎學校之教職 人員知覺「校長空間領導」的程度較高。 四、桃園縣國民小學教職人員以男性、擔任校長職務、年齡在41至50歲、學歷在 研究所以上、服務年資在21年以上之教職人員知覺「學校效能」的程度較高。 五、桃園縣國民小學校長空間領導與學校效能有顯著正相關，校長空間領導越 高，學校效能也越佳。 六、桃園縣國民小學校長空間領導對學校效能有顯著的預測力，以「以空間領導 豐富學習資源」對學校效能最有預測力。

學校公共關係的經營影響學校效能的成效，為瞭解二者的現況，及彼此間關係，乃從事本研究。本研究以問卷調查法進行研究，抽取101學年度新北市78所國中教師做為研究對象，問卷共發出906份，回收671份，回收率74.06％。所得資料以描述性統計分析、t考驗、單因子變異數分析(one-way ANOVA)與薛費法（Scheffe）、Tamhane T2 進行事後比較以及皮爾森積差相關分析(Pearson Correlation)等統計方法來進行資料分析。歸納研究結果獲致如下結論： 一、新北市國民中學學校公共關係屬「中上」程度表現 各層面中以「資訊傳遞」層面表現最佳，其餘依次為「成果回饋」、「意見互動」、「物質支援」、「行動參與」，以「資源分享」最難表現。 二、新北市國民中學學校效能屬「中上」程度表現 各層面中以「行政領導溝通」層面表現最佳，其餘依次為「社區認同參與」、「環境設備規劃」、「學校組織氣氛」、「教師教學輔導」，以「學生學習表現」最難表現。 三、不同背景變項的教師在學校公共關係的看法上並無顯著差異。 四、不同背景變項的教師在學校效能的差異情形 (一) 不同性別、現任職務、服務年資的教師，對於學校效能看法上，並無顯著差異。 （二）不同最高學歷的教師在學校效能看法有顯著差異，最高學歷為師範院校的教師顯著高於研究所。 （三）不同學校規模的教師在學校效能看法上有顯著差異，25至48班顯著高於73班以上。 五、新北市國民中學整體學校公共關係與學校效能具有高度相關，且為正相關，其相關係數為.730。 依據研究結果，提供國中校長、教育主管機關、未來研究者幾點建議做為參考 / What this study aimed at was to understand the current situation of school public relation and school effectiveness in junior high school of New Taipei City and the correlation between them. Questionnaire survey is used as the research method in this study. 906 samples were delivered to teachers of 78 junior high schools in New Taipei City, among them were 671 retrieved valid. The collected data were analyzed by Descriptive Statistical Analysis, t-test, One-way ANOVA, Scheffe and Pearson’s product-moment correlation. The analysis of the data revealed the following conclusions: 1.The performance of the school public relation in junior high schools of New Taipei City is above middle degree. Among the performance aspects, “information transmission” ranked first, followed by “feedback, exchange of ideas, material support, participation and resource sharing”. 2. The performance of the school effectiveness in junior high schools of New Taipei City is above middle degree. Among the performance aspects, “administrative communication” ranked first, followed by “commnity participation, facility planning, organizational climate of school, teachers’ teaching and counseling, and students’ learning expresses”. 3.Teachers with various backgrounds were no significant difference on school public relation. 4.Teachers with various backgrounds were different in school effectiveness. (1) No significance was found in opionions of teachers with different genders, current positions and working seniority. (2) Significance was found in opionions of teachers with different educational background. Teachers graduating from normal universities bore greater significance than those graduating from graduate schools. (3) Significance was found in opionions of teachers with different school sizes. Schools with 25 to 48 classes bore greater significance than schools with more than 73 classes. 5. A highly positive correlation exists in the school public relation and school effectiveness in junior high school of New Taipei City. The Correlation is .730. According to the results of the study,some suggestions are offered to junior high school principals,educational authorities,and future researchers.

本研究旨在探討臺北市公立高級中學學校組織文化與學校效能之現況，並探究不同個人背景變項與學校背景變項之教師對學校組織文化與學校效能知覺之差異情形，並分析兩者間之關係及檢視學校組織文化對學校效能之預測力。 本研究採用文獻探討法與調查研究法，依據研究目的、研究問題及文獻探討結果，編製「臺北市公立高級中學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臺北市公立高級中學教師，依學校班級數及教師人數為依據，本研究樣本為672人，有效回收問卷共566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、多元迴歸等統計方法進行分析。本研究之主要結論為： 一、臺北市公立高級中學教師對學校組織文化與學校效能知覺程度為中上程 度。 二、就教師之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）男性之學校組織文化知覺普遍高於女性；（二）不同年齡教師之學校組織文化知覺無顯著差異；（三）不同學歷教師之學校組織文化知覺無顯著差異；（四）資深者之學校組織文化知覺略高於資淺者；（五）兼行政教師之學校組織文化知覺顯著高於專任教師；（六）男性之學校效能知覺普遍略高於女性；（七）不同年齡教師之學校效能知覺略有差異；（八）不同學歷教師之學校效能知覺無顯著差異；（九）資深者之學校效能的知覺普遍略高於資淺者；（十）兼行政教師之學校效能知覺顯著高於專任教師。 三、就教師之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）不同規模學校在組織文化各層面之知覺無顯著差異；（二）不同學校歷史在學校組織文化各層面之知覺無顯著差異；（三）學校規模41~60班者在學校效能之行政領導效能層面的知覺顯著高於25~40班；學校規模60班以上者在學校效能之學生學習表現層面的知覺顯著高於41~60班（四）不同學校歷史在學校效能各層面的知覺無顯著差異。 四、學校組織文化與學校效能之關係密切。除了學校組織文化之關係取向層面之外，其他學校組織文化整體及各層面與學校效能整體及各層面均呈現顯著正相關。 依以上之研究發現，本研究對主管教育行政機關、臺北市高級中學與後續研究者分別提出以下建議： 一、對主管教育行政機關之建議：（一）善用教師對學校事務之高度關心，賦予學校自主空間引導，建立優質之組織文化。（二）善用教師對學校效能之知覺，鼓勵學校追求團體及個人之績效，提升學校效能。 二、對臺北市高級中學學校之建議：（一）學校要重視不同性別教師對學校組織文化及學校效能之知覺差異（二）學校要針對不同年齡教師提供組織文化及學校效能多元資訊（三）校長充分運用學校優質的教師人力資源，提供教師參與學校事務之機會，提昇學校效能（四）學校提供不同年資教師間有較多互動及交流機會（五）強化法制取向、情感取向、創新求變等層面之正面影響力，增進學校效能。（六）建立學校與社區關係及有效運用社區資源，提升並強化學校效能表現（七）建立增進學校效能之最佳組織文化模式。 三、對未來研究之建議：（一）研究對象方面，建議擴大研究對象至私立高中或公私立高職比較其差異。（二）研究變項方面，建議參採適合變項納入研究分析。（三）研究方法方面，建議參酌使用質性研究輔助之。（四）研究工具方面，建議將負相關結果之組織文化之關係取向變項再做衡酌，或納入其他變項。 / The purpose of this study was to find out the present status of organizational culture and school effectiveness in Taipei public high schools, and to explore how variables of different personal and school backgrounds can influence the teachers’ perception toward organizational culture and school effectiveness. This study also examined the predictability of organizational culture to school effectiveness. The research methods used in this study included literature review and survey method. Based on the study purpose and literature review, a questionnaire for organizational culture and school effectiveness in Taipei public high schools was compiled. After pretest and factor analysis, a formal questionnaire was formed to conduct the study. The subjects of this study were teachers of Taipei public high schools. According to the amount of classes and teachers of individual school, 672 subjects were drawn, and the valid returned questionnaires were 566. These valid questionnaires were then analyzed by statistics methods including descriptive statistics, Pearson Relations, T-test, one-way ANOVA, and multiple regression. The main findings of this study were as follows: 1.The subjects’ perception toward their schools’ organizational culture and school effectiveness were middle to high degrees. 2.The relations between different personal backgrounds and the perception toward organizational culture and school effectiveness were concluded as follows: (1)Male subjects’ perception toward organizational culture was generally much higher than female subjects’. (2)Subjects of different ages showed no significant difference in their perception toward organizational culture. (3)Subjects of different educational backgrounds showed no significant difference in their perception toward organizational culture. (4)Senior subjects’ perception toward organizational culture was slightly higher than junior subjects’. (5)Subjects with administrative positions significantly showed higher perception toward organizational culture than those without administrative positions. (6)Male subjects’ perception toward school effectiveness was generally a little higher than female subjects’. (7)Subjects of different ages showed a little significant difference in their perception toward school effectiveness. (8)Subjects of different educational backgrounds showed no significant difference in their perception toward school effectiveness. (9)Senior subjects’ perception toward school effectiveness was slightly higher than junior subjects’. (10)Subjects with administrative positions significantly showed higher perception toward school effectiveness than those without administrative positions. 3.The relations between different school backgrounds and the perception toward organizational culture and school effectiveness were concluded as follows: (1)Subjects from different scale schools showed no significant difference in their perception toward each aspect of organizational culture. (2)Subjects from schools with different history showed no significant difference in their perception toward each aspect of organizational culture. (3)Subjects from schools with 41 to 60 classes significantly showed higher perception toward the administration leadership aspect of school effectiveness than those from schools with 25 to 40 classes. Subjects from schools with more than 60 classes significantly showed higher perception toward the student learning performance aspect of school effectiveness than those from schools with 41 to 60 classes. (4)Subjects from schools with different history showed no significant difference in their perception toward each aspect of school effectiveness. 4. A close relation was found between school organizational culture and school effectiveness. Aside from the relationship orientation aspect of school organizational culture, the school organizational culture itself along with its individual aspect and the school effectiveness itself along with its individual aspect were significantly correlated. According to the above findings, suggestions for educational administrative authorities, Taipei high schools, and subsequent researchers were listed below: 1.Suggestions for educational administrative authorities: (1)Make good use of teachers’ concern about school affairs, give school more space for self management, and help establish quality school organizational culture. (2)Make good use of teachers’ perception toward school effectiveness, encourage schools and teachers to pursue their performance and efficiency, and promote school effectiveness. 2.Suggestions for Taipei high schools: (1)Recognize and improve the fact that teachers with different sex showed significant difference in their perception toward school organizational culture and school effectiveness. (2)Provide teachers of different ages with relative multiple information sources on school organizational culture and school effectiveness. (3)Make full use of the quality human resources in school, and offer opportunities for teachers to take part in the school affairs to promote school effectiveness. (4)Make more chances for senior and junior teachers to interact and communicate. (5)Strengthen the positive influence of legal orientation, emotional support orientation, and innovation and change orientation. (6)Establish an interactive relationship with communities, and utilize community resources effectively. (7)Establish the best organizational culture mode to increase school effectiveness. 3.Suggestions for future research: (1)Expand research subjects to private high school and vocational high school teachers. (2)Adopt other appropriate variables into the study. (3)Add qualitative approach to supplement the study. (4)Reconsider if the aspect of relationship orientation should be listed as one of the variables of organizational culture.

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.

本研究旨在探討高中職社區化與學校效能之間的關係。除探討高中職社區化、高中職學校效能之內涵及現況，瞭解教育人員及家長之人口變項及學校背景變項在高中職社區化及學校效能得分的差異情形外，亦分析高中職社區化與學校效能之相關程度，並探討高中職社區化對學校效能的預測情形。 本研究係以竹苗區公私立高中職教育人員及家長為研究對象，以「竹苗區高中職社區化與學校效能之相關研究意見調查問卷」為工具進行研究，內含基本資料，竹苗區高中職社區化意見調查表，高中職學校效能量表三部份。研究工具之信度、效度良好。正式施測有效樣本646位，分別以描述分析、t考驗、變異數分析、積差相關分析、多元逐步迴歸分析等統計方法進行分析，並得到以下數項結論： 一、不同性別的教育人員及家長在高中職社區化的整體認知上，並無顯著差異。就各向度而言，亦不存在顯著差異。 二、「51歲以上」的教育人員及家長在高中職社區化的整體認知上高於其他年齡層。 三、「26年以上」服務年資的教育人員在高中職社區化的整體認知上高於其他年資。 四、「家長會長或代表」在高中職社區化的整體認知上高於其他職務者。 五、不同學校類別不會造成教育人員及家長在高中職社區化整體認知上有差異。 六、「私立學校」的教育人員及家長在高中職社區化整體認知上高於公立學校。 七、不同學校所在地不會造成教育人員及家長在高中職社區化整體認知上有差異。 八、「24班以下」及「51班以上」之學校規模的教育人員及家長在高中職社區化整體認知上高於「25-50班」。 九、男性教育人員或家長對整體學校效能的認知高於女性。 十、「41歲以上」的教育人員或家長對整體學校效能的認知高於「40歲以下」。 十一、「26年以上」服務年資的教育人員在整體學校效能認知上高於其他年資者。 十二、「校長」在整體學校效能的認知上高於其他職務或身份者。 十三、「高中」之教育人員及家長對整體學校效能的認知高於「高職」及「綜合高中」。 十四、「私立學校」之教育人員及家長對整體學校效能的認知高於「公立學校」。 十五、不同學校所在地不會影響教育人員及家長對整體學校效能的認知。 十六、「51班以上」之規模的教育人員及家長對整體學校效能的認知高於「50班以下」。 十七、教育人員與家長在高中職社區化各向度及整體的態度愈佳，則學校效能愈高。 十八、高中職社區化之「資源共享」與「參與支持」二向度對學校效能各向度具有預測力。 十九、高中職社區化之「資源共享」與「參與支持」二向度對整體學校效能具有預測力。 最後，本研究擬根據上述研究結果進行分析討論，以形成結論及建議，並提供教育行政機關、高中職教育人員及未來相關研究之參考。 / The purpose of the study is to explore the relationships between Community Senior High School and School Effectiveness. The study aims at four dimensions. The first one is to explore the reality for Community Senior High School and Senior High School Effectiveness. Secondly, the researcher also investigated the differences of school staff and householder’s demographic variables and school’s background variables among Community Senior High School and School Effectiveness. Thirdly, the study analyzes the relationships among Community Senior High School and School Effectiveness. Finally, the study explores the predicative power of Community Senior High School and School Effectiveness. This study employed questionnaires as the method of study. The subjects were 646 educational staff randomly sampled from Senior High Schools and householders in HsinChu and Miaoli area. Data were analyzed using the method of descriptive and inferential statistics, including Frequencies, t-test, ANOVA, Correlation analysis and Multiple stepwise regression analysis. The major findings are as follows: 1. There is no significant difference in overall cognition of Community Senior High School among teachers and parents of different genders. There is also no significant difference among all dimensions. 2. Teachers and parents aged above 51 have better conception of Community Senior High School than other age groups. 3. Teachers who have served for more than 26 years have better understanding of Community Senior High School than those of less than 26 years of service. 4. President and Representative of parent committee have better cognition of Community Senior High School than other school-position groups. 5. There is no significant difference in overall viewpoint of Community Senior High School and Vocational School among teachers and parents at different kinds of schools. 6. Teachers and parents of private high schools have better understanding of Community Senior High School than those of public schools. 7. The location of schools makes no significant difference in the conception of Community Senior High School among teachers and parents. 8. Teachers and parents of the schools having less than 24 classes and more than 51 classes have a better picture of Community Senior High School than those of the schools with 24 to 50 classes. 9. Male teachers and parent have better sense of School Effectiveness than female ones. 10. Teachers and parents aged above 41 have better conception of School Effectiveness than those under 40. 11. Teachers who have served for more than 26 years have better understanding of School Effectiveness than those less than 26 years. 12. The school principal has better cognition of School Effectiveness than the ones of different positions in school. 13. Teachers and parents of senior high schools have better conception of School Effectiveness than those of vocational high schools and of comprehensive high schools. 14. Teachers and parents of private high schools have better understanding of School Effectiveness than those of public schools. 15. The location of schools makes no significant difference in teachers’ and parents’ conception of School Effectiveness. 16. Teachers and parents of the schools with more than 51 classes have a better picture of School Effectiveness than those of the schools with less than 50 classes. 17. The better the attitudes of teachers and parents towards the dimensions of Community Senior High School, the higher the School Effectiveness. 18. The two dimensions, “Resource Sharing” and “Participation and Support,” of Community Senior High School have predicative efficacy for each dimensions of School Effectiveness. 19. The two dimensions, “Resource Sharing” and “Participation and Support,” of Community Senior High School have predicative efficacy for School Effectiveness Based on the result of this study, some suggestions are made for educational administration, the Senior High School and Vocational School staffs and future study.

本研究旨在探討台北市幼稚園公共關係與學校效能之現況及其關係，並提出研究結論與建議，期能提供幼稚園推展公共關係與落實學校效能之參考。本研究採問卷調查法，以「幼稚園公共關係與學校效能現況調查問卷」為研究工具。研究對象為台北市公、私立幼稚園之教育人員（包含園長和教師），總共發出618份，回收324份，回收率52.4％；有效問卷317份，有效問卷回收率51.2％。資料回收後以「t考驗」、「單因子變異數分析」、「皮爾遜積差相關」以及「多元逐步迴歸」及描述統計等統計方法進行分析，據以形成結論。 本研究之結論如下： 壹、台北市幼稚園公共關係與學校效能之現況大致良好。 貳、台北市幼稚園之教育人員具有公共關係推展的能力，在輿論調查層面較佳，惟在成效回饋層面有待加強。 參、台北市幼稚園之教育人員普遍重視教師教學品質，但對於社區家長的支持仍有努力的空間。 肆、不同背景變項之幼稚園教育人員在公共關係知覺上有顯著差異。不同規模在「訊息溝通」層面達顯著差異，規模1—2班及3-5班之幼稚園比規模6班以上的幼稚園知覺程度較高。 伍、不同背景變項之幼稚園教育人員在學校效能知覺上有顯著差異。不同職務在「園長領導」層面和「溝通與滿意度」層面達顯著差異。不同屬性在「社區家長支持」層面達顯著差異。 陸、幼稚園公共關係與學校效能有密切的關係。 柒、公共關係各層面對學校效能有顯著的預測作用。 捌、背景變項與公共關係各層面對學校效能有顯著的預測作用。 根據上述研究結論提出下列建議： 壹、對教育主管機關的建議 一、宜舉辦及宣導公共關係的知能研習，以提升園所的辦學品質。 二、宜編列幼稚園推展公共關係的經費，並輔導幼稚園實際運用。 三、宜制訂公共關係的評鑑機制及意見交流平台，並鼓勵園所互相觀摩學習。 貳、對幼稚園的建議 一、宜辦理園公共關係知能研習，以提升全體成員公共關係的專業素養。 二、宜擬定周詳完整的公共關係計畫，並定期評估公關成效。 三、宜定期檢核園所在各方面的成效，以落實學校效能的運作。 四、提升辦學品質才是推展公共關係與學校效能落實的首要關鍵。 關鍵字：幼稚園教育人員、幼稚園公共關係、學校效能 / A Study of the Relationships between Preschool Public Relations and School Effectiveness in Taipei City Abstract This study is aimed at investigating the current condition and relationships of public relations and school effectiveness in preschools of Taipei City and offering conclusions and suggestions, for the operation of public relations and school effectiveness. The questionnaire survey was the major method used in this study. “Public relations and school effectiveness at preschools questionnaire” were designed from literature review by the researcher. The subjects of questionnaire survey included principals and teachers. Questionnaires were distributed to 618 subjects at preschools in Taipei City, and 324 samples were received, making the return rate of 52.4%. After invalid questionnaires were removed, there were totally 317 valid questionnaires, and the valid return rate was 51.2%. The sample results were analyzed by means, standard deviations, t-test, one-way ANOVA, Person’s product-moment correlation and stepwise multiple regression analysis. The analysis of the date revealed the following conclusions: 1. The current conditions of public relations and school effectiveness in preschools of Taipei City were good. 2. The staffs in preschools of Taipei City have a good performance in public relations, “Opinion” was the better one, and “effects and feedback” should be improved. 3. The staffs in preschools of Taipei City emphasize “teacher teaching quality “, but need to do more for obtain the assistance from community and parents. 4. There were significantly different perceptions towards current public relations owing to different backgrounds of school staffs, among which the dimension of “Communication” has obvious different, the preschool’s dimension of 1-2 class and 3-5 class have higher perceptions to dimension of under 6 class. 5. There were significantly different perceptions towards current school effectiveness owing to different backgrounds of school staffs, among which the censorship of “leadership” and “communication and contentment ” have obvious different ; among which the property of “community and parents’ assistance ” has obvious different. 6. There is a significant correlation between public relations and school effectiveness in preschools of Taipei City. 7. The public relations were appropriate indicators in predicting school effectiveness. 8. The backgrounds of school staffs and public relations were appropriate indicators in predicting school effectiveness. Following suggestions are presented according to previous conclusions: I. Suggestions to the Education Administration Bureaus: 1. Transact study activities about public relations for promoting the school quality. 2. Budget funds for the operation of public relations and help them how to use. 3. Establish feedback mechanism and a platform to share information, and encourage to learn to each other. II. Suggestions to the preschool : 1. Transact study activities about public relations for promoting public relations intelligence of teachers. 2. Devise a comprehensive public relations plan and periodically evaluate the effectiveness. 3. Evaluate the effectiveness of every part to implement the operation of school effectiveness. 4. Promote the quality of school was the key point to implement the operation of public relations and school effectiveness. Keywords: preschool teacher, public relations of preschool, school effectiveness

本研究之目的旨在瞭解國民小學校長科技領導、知識管理與學校效能的現 況，並針對不同教師人口與環境變項在校長科技領導、知識管理與學校效能的差 異情形加以探討，並分析三者之間的相關情況以及線性關係，最後提出具體建 言，以供教育行政主管機關和國民小學校長推動科技領導、落實知識管理、促進 學校效能之參考。 本研究採用問卷調查法，經分層隨機抽樣出臺灣地區新竹市、桃園縣、苗栗 縣、台中市、高雄縣、屏東縣、花蓮縣、台東縣等八縣市的公立國民小學教師為 調查和分析對象，編製「國民小學校長科技領導、知識管理與學校效能調查問 卷」，以上述八縣市60 所公立國民小學419 位教師為樣本進行調查，以單因子變 異數分析、Scheffé 事後考驗法以及Pearson 積差相關等統計方法進行分析；此 外，更透過文獻探討分析建構出國民小學校長科技領導、知識管理與學校效能的 假設模型，並利用結構方程模式加以驗證。本研究獲致之研究結論如下： 一、國民小學校長科技領導、知識管理與學校效能之現況均屬良好程度。 二、國民小學校長科技領導會因教師職務、學校歷史、學校地區之不同，而 有顯著差異情形。 三、國民小學知識管理會因教師年資、職務、學校地區之不同，而有顯著差 異情形。 四、國民小學學校效能會因教師性別、年齡、年資、職務、學校地區之不同， 而有顯著差異情形。 五、國民小學校長科技領導、知識管理與學校效能間具有顯著高相關。 六、本研究所提之SEM 線性關係假設模型具有良好適配度與參數估計， 而模型亦獲得驗證。 最後，本研究針對教育行政機關、國民小學校長以及未來後續研究提出下列 建議： 一、對教育行政機關之建議 (一)設立校長科技領導的專業培訓課程或機構，推動辦理校長之進修課程。 (二)研訂符合國情之國民小學校長科技領導指標。 二、對國民小學校長之建議 (一)重視校內教師的評鑑與研究工作以及人際關係溝通。 (二)善用校長科技領導推動學校知識管理，提升學校效能。 三、對未來後續研究之建議 (一)研究對象部分：建議未來的研究若於研究經費許可下，能夠再擴及更 大的抽樣樣本，以提高研究推論的程度。另本研究的調查問卷是以教師 為研究對象，呈現的是教師的觀點，建議未來可以校長為研究對象，探 討校長對校長科技領導、學校知識管理與學校效能的態度與現況，進而 比較與教師看法間的差異。 (二)研究方法部分：建議未來的研究可輔以訪談法，獲取質化的研究資訊， 將使研究結果更為深入。