本研究旨在探究國民小學校長讀書會團隊學習與學校效能之關係。本研究採用問卷調查之研究法，問卷調查樣本以臺灣地區基隆市、台北市、台北縣、桃園縣、宜蘭縣、新竹縣、新竹市及苗栗縣八縣市公立國民小學校長為研究對象，共計抽取391位公立國民小學校長，樣本回收247份，回收率為63.17%；樣本可用227份，可用率58.1%。研究工具包含自編之「國民小學校長團隊學習調查問卷」及採用之「國民小學學校效能調查問卷」。本研究統計方法為描述性統計、t考驗、單因子變異數分析、皮爾森積差相關分析、多元逐步迴歸分析、結構方程模式（SEM）分析等方法進行分析討論。根據研究結果與分析後歸納之研究結論如下： 一、國民小學校長團隊學習之內涵包括績效滿意、責任義務、目標承諾、一般承諾、互補技能與團隊衝突。 二、國民小學學校效能之內涵包括學校建築環境設計、學校行政領導、教師教學效能、學生整體表現、社區家長支持與學校組織氣氛。 三、校長團隊學習的得分程度佳，並以「責任義務」得分最高，而「績效滿意」得分最低。 四、學校效能的現況得分程度佳，並以「學校行政領導」能力表現最佳，以「教師教學效能」能力得分最低。 五、校長背景變項中，性別、最高學歷及學校區域在校長團隊學習的得分差異達顯著水準，但在年齡、校長年資、學校規模未達顯著差異。 六、校長背景變項中，性別、年齡及最高學歷對學校效能的得分差異達顯著水準，但校長年資、學校規模及學校區域未達顯著差異。 七、校長團隊學習與學校效能間呈顯著正相關。 八、校長團隊學習對學校效能具有中度預測力，且以責任義務最具有預測力。 九、校長讀書會團隊學習對學校效能的模式經驗證後適配度佳，具有顯著影響力。 最後，本研究依研究結果分別提出以下建議： 壹、對教育行政機關的建議 一、宜有計畫推行、倡導並輔助校長讀書會的成立。 二、教育行政人員一同加入參與校長團隊學習，達到資源互助與共同成長。 三、協助校長讀書會之成功經驗出版或網站建構。 四、舉辦增進校長學校經營效能之團隊學習進修活動。 五、建立完整之國小校長在職訓練發展制度。 六、針對校長讀書會給予經費上的補助。 貳、對國民小學校長的建議 一、校長參與讀書會團隊學習時，應對績效滿意、責任義務、目標承諾、一般承諾、互補技能與團隊衝突有所關注。 二、參與校長讀書會團隊學習首重責任義務。 三、校長應有計畫，且有恆心、毅力的參與校長讀書會團隊學習。 四、各個校長讀書會團隊間應頻繁接觸，以增進交流、對話並學習。 五、建置校長讀書會經驗分享平台，以幫助個人與團隊之成長與發展。 六、注重專業知能與實踐能力，以持續進修達成自我能力之躍進。 七、邀請資優的退休校長或表現優良的現職校長積極參與校長讀書會以分享豐富經驗。 / The main purpose of this research is to study the relationship of principals’ book club team learning and school effectiveness in elementary schools. The research methods used was questionnaires investigation. The research instrument was distributed to 391 public elementary school principals inclusive of Taipei City, Taipei County, Keelung City, I-Lan County, Taoyuan County, Hsin Chu County, and Miaoli County. There are totally 227 valid samples used in this study. The data obtained was interpreted using descriptive statistics, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation, multiple regression and SEM through the use of LISREL 8.71. The conclusions drawn from the study were as follows: 1. The principals’ book club team learning includes: Commitment to Purpose, Commitment to a Common Approach, Complementary Skills, Accountability, Team Conflict, Team Performance and Satisfaction. 2. The school effectiveness includes: School’s Environment and Facilities, School’s Administrative Leadership, Teacher’s Teaching Effectiveness, Student’s Comprehensive Performance , Parental Support from Community, School Atmosphere. 3. All the elementary principals’ book club team learning got positive outcomes, and “Accountability” dimension ranks the highest, “Team Performance and Satisfaction” dimension ranks last. 4. All the elementary school effectiveness received positive outcomes, and “School’s Administrative Leadership” dimension ranks the highest, “Teacher’s Teaching Effectiveness” dimension ranks last. 5. The elementary school principals’ background demography district incurred a significant difference with all the principals’ book club team learning. 6. The elementary school principals’ background demography incurred a insignificant difference with all the school effectiveness. 7. The principals’ book club team learning for elementary school principals are positively correlated with the school effectiveness. 8. The principals’ book club team learning could positively predict the school effectiveness, especially “Accountability” dimension. 9. The model of the principals’ book club team learning to the school effectiveness for an elementary school principal is proper. In the last, based on the research results, the researcher proposes some suggestions for “Educational Administrative Agencies” and “the principals of elementary schools”, hoping to benefit the professional competence of principals and school principals in-service education in the future. Key words: principals’ book club, team learning, school effectiveness

長久以來，傳統性別角色刻板印象的框限，造成兩性資源分配的不當，女性在職場中多數扮演從屬的角色。以國民中學而言：女性教師是校園的多數，卻面臨校長大多為男性的結構性特色。有感於兩性平權逐漸成為公共論述的重要議題及兩性平等教育正在各級學校中深耕，本研究試著從國中校長的性別、性別角色出發，探索其與領導型態、學校效能之間的相關性，期能有深度的發現並能於研究過程中獲致深層的省思。 本研究所關心的問題有：1、校長的性別角色、轉換型領導型態及學校效能三者，是否會因校長性別之不同，而有差異？2、校長的轉換型領導程度與學校效能，是否會因環境變項之不同而有差異？3、校長的轉換型領導程度是否會因不同的性別角色而有差異？4、學校效能和校長的性別角色有多少相關？5、學校效能是否會因轉換型領導程度的不同而有差異？6、人口變項對校長性別角色、轉換型領導程度及學校效能究竟會造成何種影響？ 為了解前述問題，本研究除探討相關文獻外，以問卷調查為主要研究方法。問卷之對象以台北縣所轄公立中等學校內，實際擔任國民中學教學工作之編制內合格教師為母群體。樣本之選取係先以同規模之學校為叢集，並分別自四種規模之學校中隨機抽取70％之校數，再以每所學校分派6-7人為研究樣本。 本研究所採用的主要研究工具有「性別特質量表」、「轉換型領導量表」、「學校效能量表」等三種；欲採用之統計方法有：信度分析、因素分析、平均數的差異考驗、皮爾遜積差相關、單因子變異數分析(one-way ANOVA)Sheffe的事後比較。據此，本研究計有如下發現： 一、校長性別與性別角色、轉換型領導、學校效能關係方面；不同性別之校長所表現出的性別角色行為、轉換型領導程度、學校效能均未達顯著差異。 二、環境變項與校長轉換型領導及學校效能關係方面：地區別、學校規模別與校長轉換型領導、學校效能間存在顯著差異；校齡與二者之間均未達顯著水準。 三、校長性別角色與轉換型領導、學校效能關係方面：兩性化特質的校長其轉換型領導程度與學校經營效能均最高，其次依序為：女性化、男性化、未分化特質者。 四、校長轉換型領導程度與學校效能關係方面：校長的轉換型領導程度與學校效能之間，存在顯著正相關。 五、人口變項與校長性別角色、轉換型領導及學校能關係方面：在人口變項中與校長，往別角色、轉換型領導、學校效能之間存在顯著差異的有：服務年資別、年齡別；沒有顯著相關的為：性別、擔任職務別。 根據如上發現，本研究分別對教育行政機關、國民中學校長暨未來研究者提出建議。 / Due to the traditional stereotype of gender role, there are many discriminatory attitudes toward the female which cause the female still plays a secondary role in their professional fields. In the educational field of junior high schools, although the female teachers take the major proportion of the staff, the administrative structure of school is still of pro-male nature. Because of the importance of equality between men and women, this thesis begins from the analysis to the gender role of junior high school principles, then discusses the relationship between the gender of principle, the leading model and school effectiveness. The thesis hopes to derive some magnificent conclusions from the above analysis. The major concerns of this thesis are: 1.whether the gender role of principle, the transformational leadership and the school effectiveness will be influenced by the gender of principle? 2.whether the degree of transformational leadership and school effectiveness will be influenced by surrounding elements? 3.whether the leading degree of the transformational leadership will be different because of different gender role? 4.How much the degree of relationship between school effectiveness and gender role of principles? 5.whether the school effectiveness will be different because of the degree of transformational leadership? 6.what influence will the population variables cause to the gender role of principals', the degree of transformational leadership and school effectiveness? In order to resolve the above questions, the research method this thesis takes are literature review and opinion's survey with questionnaire. The subjects of questionnaire are the public junior high school teachers within the territory ofTaipei County. The survey tool this thesis takes are‘table of gender characters’,‘table of transformational leadership’and‘table of school effectiveness’. The statistic methods this thesis takes are reliability analysis, factor analysis, t-test, product-moment correlation, one-way ANOVA ,chi-square test. Therefore, the thesis concludes that: 1.In the respect of gender and gender role of principles, transformational leadership and school effectiveness: the gender role behaviors, transformational leadership and school effectiveness have not reached magnificent difference. 2.In the respect of the relationship between surrounding variables, transformational leadership and school effectiveness: there is significant difference exists in scale of school, location of school, degree of transformational leadership, however, no significant difference has been found in the age of school. 3.In the respect of gender role of the principles, transformational leadership and school effectiveness: the principles with characters of androgynous have the highest degree of transformational leadership and school effectiveness, then the femininity, the masculinity and the non-differentiation. 4.In the respect of the relationship between transformational leadership and school effectiveness: they are positive relevant to each other. 5.In the respect of the relationship between population variables, the gender role of principles, transformational leadership and school effectiveness: there is magnificent difference in the age of serving as teachers and age of teachers, however, there is no magnificent difference in the gender and duty. According to the conclusion, the thesis offers some suggestions to educational administratives, junior high school principles and respective researchers.

本研究旨在探討國民小學學校組織結構、組織承諾與學校效能的關係；其次比較分析教師人口變項類別、學校環境變項類別在學校組織結構、組織承諾及學校效能上的差異；並尋找有效預測學校效能的變項。 研究採問卷調查法，以自編「國民小學組織結構量表、國民小學組織承諾量表及國民小學學校效能量表三部份。受試包括臺灣地區190所公立國民小學的1415名教師，問卷回收率達71 80%。回收問卷經統計處理，獲得以結論： 一、學校組織結構正式式、專門化愈高，則學校效能不論在校長領導、行政溝通、學習環境、課程與教學、學生行為表現、學生學習表現及整體學校效能均有愈高的現象。 二、學校組織結構集中化、傳統化愈高，則學校效能不論在校長領導、行政溝通、學習環境、課程與教學、學生行為表現、學生學習表現及整體學校效能均有愈低的現象。 三、學校組織承諾其認同程度、努力意願、留職傾向或整體組織承諾愈高，則學校效能不論在校長領導、行政溝通、學習環境、課程與教學、學生行為表現、學生學習表現及整體學校效能均有愈高的現象。 四、學校組織結構正式化、專門化愈高，則學校組織承諾不論在認同程、努力意願、留職傾向及整體學校組織承諾均有愈高的現象。 五、學校組織結構集中化、傳統化愈高，則學校組織承諾不論在認同程度、努力意願、留職傾向及整體學校組織承諾均有愈低的現象。 六、我國國民小學學校組織結構整體而言：其正式化及專門化程度頗高；而集中化及傳統化程度較低。高低排序依次為專門化、正式化、傳統化、集中化。 七、我國國民小學學校組織承諾整體而言：不論在認同程度、努力意願、留職傾向及整體組織承諾均相當不錯。其高低排序依次為努力意願、整體組織承諾、留職傾向、認同程度。 八、我國國民小學學校效能整體而言：校長領導、課程與教學、學生行為表現較佳；而學生學習表現、學習環境、行政溝通及整體學校效能次之。其高低排序依次為校長領導、課程與教學、學生行為表現、學生學習表現、學習環境、整體學校效能、行政溝通。 九、不同的教師人口變項類別，不論在學校組織結構、學校組織承諾或學校效能，多有所不同，但因不同的分量表而情況不一。 十、不同的學校環境變項類別，不論在學校組織結構、學校組織承諾或學校效能，多有所不同，但因不同的分量表而情況不一。 十一、學校效能的預測由於分量表不同，而其有效的預測變項亦有所差異。整體來講，認同、正式化、集中化、專門化、傳統化，一般大學畢業的教師、性別、兼任組長的教師、創校10-20年的學校、13-14班的學校及留職傾向，能有效預測學校整體效能。但各變項的預測力不同，且影響的方向也不一樣。 根據研究所得，本研究分別對教育行政機關、學校行政單位、學校校長及教師與未來研究者提出建議。

私立技專校院正面對新世紀的挑戰。社會、政治及經濟環境的快速變遷，學校如何能永續發展是必須面對的現實課題。私立技專校院董事會是否健全與對於校務運作的支持，對於學校組織文化和學校效能產生一定的影響力。本研究之主要目的即在瞭解臺灣私立技專校院學校董事會運作功能、學校組織文化與學校效能之關係，並透過對私立技專校院董事會運作功能、學校組織文化與學校效能之調查與實證分析，瞭解三個變項間之關係。 本研究採用調查研究法，以台灣地區73所私立技專校院的董事會、校長（副校長）、行政人員與教師為研究對象，以立意取樣方式分四個階層進行抽樣，共計發出657份問卷，有效回收問卷共計538份，有效回收率為81.9％。調查結果以T檢定、單因子變異數分析、皮爾遜積差相關、逐步多元迴歸及結構方程模式等統計方法進行資料處理。 本研究之主要發現如下：1. 私立技專校院董事會運作功能良好，並以「校務規劃」為最佳；2. 私立技專校院組織文化得分良好，並以「組織運作」為最佳；3. 私立技專校院的學校效能得分良好，並以「教學品質」為最佳；4. 董事會運作功能、學校組織文化與學校效能三者間具有正向關聯；5. 私立技專校院董事會運作功能及學校組織文化對學校效能有正向預測作用；6. 私立技專校院董事會運作功能、學校組織文化投與學校效能三者關係之模式適配度檢定獲得支持，能解釋主要變項間之關係。 根據以上之研究果，本研究提出數項建議以供私立技專校院董事會、私立技專校院、教育工作者、教育行政機關及未來研究時之參考。 / Due to the rapid change of social, political and economical environment, private technological universities and colleges are facing a new challenge in the new century; the sustainable development of schools has become an important issue. The directorates of private technological universities and colleges have been playing a critical role in schools’ organizational culture and effectiveness. The main objective of this study was to explore the relationship among directorate operation function, school organizational culture, and school effectiveness. Base upon survey and empirical analysis, this study tried to understand the relationship among directorate operation function, school organizational culture and school effectiveness. The objects of this study were the members of directorate, president (vice president), administrators, and teachers of 73 private technological universities and colleges in Taiwan. Based upon survey study, a total of 657 persons were chosen to join this study with a purposive sampling method under four levels and 538 valid questionnaires returned, the valid response rate was 81.99%. Statistical method such as T-test, one-way ANOVA, Pearson product moment correlations, stepwise multiple regression and structural equation modeling were used for data analysis. The major findings of this study included the followings: 1. the operation function of private technologies universities and colleges was found performed well, especially in “school planning” dimension. 2. The organizational culture of private technological universities and colleges performed well especially in “organizational operation” dimension. 3. The school effectiveness of private technological universities and colleges performed well especially in “teaching quality” dimension. 4. There were positive correlations among directorate operational function, school organizational culture and school effectiveness. 5. Directorate operational function and school organizational culture were showed to have positive predicting power toward school effectiveness. 6. The model fit of relationship among directorate operation function, school organizational culture and school effectiveness were statistically supported Based upon the findings, several recommendations were made as references for the directorate of private technological universities and colleges, private technological universities and colleges, educational administration institutions, as well as for further research.

本研究的主要目的，在探討國民中學校長科技領導、知識管理與學校效能間之現況與真實關連，尤其是科技領導、知識管理及學校效能之結構關係，並透過結構方程模式模型分析，檢視科技領導與知識管理對學校效能之影響、模型適配度及其運用情形，最後提出具體建言，俾供教育行政主管機關及國民中學校長推動科技領導，落實知識管理，以提升學校效能之參考。 為達成上述研究目的，本研究透過文獻探討，分析校長科技領導整體模型的相關資料，建構出理論模型；並採用問卷調查法，經分層比例隨機抽樣選取臺灣地區761位國民中學現職教師為樣本，以自編「國民中學校長科技領導、學校知識管理及學校效能調查問卷」為工具進行調查，蒐集實徵研究資料，進行後續分析與討論後，獲致以下研究結論。 壹、國民中學校長科技領導、知識管理與學校效能量表模型均具有良好內在品質。 一、國民中學校長科技領導測量模型具有良好內在品質。 二、國民中學學校知識管理測量模型具有良好內在品質。 三、國民中學學校效能測量模型具有良好內在品質。 貳、國民中學校長科技領導、學校知識管理與學校效能之間具有顯著的關聯性與影響。 一、國民中學校長科技領導、學校知識管理與學校效能之間具有顯著的關聯性。 二、有效的國民中學校長科技領導對學校知識管理與學校效能具有正面影響。 三、良好的知識管理對國民中學校長科技領導及學校效能具有正面影響。 參、國民中學校長科技領導整體模型，經實徵檢定是符合臺灣國情需要的最佳理論模型。 一、國民中學校長科技領導理論模型一具有良好的適配度。 二、國民中學校長科技領導理論模型二具有良好的適配度。 三、國民中學校長科技領導理論模型三具有可接受的適配度。 肆、理論模型一符合理論建構與樣本對象適配性，是適用於新型態國民中學的最佳校長科技領導模型；而理論模型二具有理論穩健性與實務適用性，是適用於舊型態國民中學的最佳校長科技領導模型。 根據上述結論，本研究提出下列建議： 壹、對教育行政機關的建議 一、將國民中學校長科技領導能力，列為校長職前與在職培訓必備課程。 二、將國民中學校長科技領導整體模型之創新思維，納入校長遴選制度中。 三、將國民中學校長科技領導、學校知識管理與學校效能之意涵，納入學校校務評鑑。 四、設立國民中學校長科技領導網路公共論壇，建構學校行政論述的新興平臺。 五、將國民中學校長科技領導策略，列為教育視導重要項目。 貳、對國民中學校長的建議 一、國民中學校長經營新興學校，宜積極強化科技領導角色功能。 二、國民中學校長經營具優良傳統歷史之學校，宜彰顯校長知識管理的領導角色。 三、國民中學校長參考科技領導整體模型，具體落實科技領導、學校知識管理與學校效能。 四、國民中學校長依據學校現況條件，選擇適切的科技領導模型。 五、組織國民中學校長同儕成長團隊，充實科技領導、知識管理與學校效能相關知能。 參、對後續研究的建議 一、研究主題方面 建議未來研究者，可將國民中學校長科技領導模型轉換為行動方案，依學校區域、規模、文化、組織成員特性等不同背景條件，隨機抽樣選擇若干所代表性學校，實地運作與觀察，據以比較其間學校異同與成效，俾更進一步驗證模型之可行性。 二、研究方法方面 後續研究可以採輔以質化的研究，諸如：透過訪談或觀察方式的個案研究探討校長科技領導，對標的團體行為模型改變的獨特性與複雜性，呈現全貌的學校效能直接及間接影響脈絡與策略。 三、研究對象方面 後續研究可採分區普查方式，以全國國民中學校長為研究對象；或擴及其他階段別教師，諸如國民小學，或高級中學，或高級職業學校；或輔以質化研究，以個案學校的家長代表、教師代表、學校行政代表、教育主管機關代表等人員為研究對象。 四、研究推論方面 本研究僅以公立國民中學現職校長及教師為實證研究對象，研究結果之推論，當以公立國民中學為限，因此全面解釋並推論至所有國民中學，或可能有解釋力的誤差，至於能否適推至其他各級各類學校，有待後續進一步的研究與驗證。

本研究以市場導向、組織學習、組織創新與幼稚園學校效能為研究變項，希望透過本次研究，來釐清四個變項間之關係，並了解市場導向、組織學習、組織創新對幼稚園學校效能的影響，以進一步提出具體建議。 本研究以台中縣市立案之公私立幼稚園為實徵研究之對象，有效樣本共185份。本研究以描述統計、t檢定、變異數分析、迴歸分析及路徑分析等方法來分析並驗證本研究所提出之各項假設。 本研究的主要發現有以下幾點：1.幼稚園在市場導向、組織學習、組織創新與學校效能上之表現情形良好。2.市場導向、組織學習、組織創新與學校效能兩兩變項間皆有顯著正向關係。3.市場導向、組織學習、組織創新對幼稚園學校效能皆具有預測力，其中以市場導向之預測力為最大。4.市場導向、組織學習、組織創新之所有構面中，以「跨部門合作」對幼稚園學校效能最有預測力。5.市場導向、組織學習、組織創新皆為幼稚園學校效能之影響因素。 本研究之建議如下： 一、幼稚園經營管理實務上 1.幼稚園若想有效提升學校效能，應重視市場導向文化、組織學習文化與組織 創新歷程等三者之落實 2.幼稚園在市場導向文化的形塑上，應將重點放於幼稚園各部門之功能協調與合作 3.幼稚園應積極形塑共同之組織願景，藉此以增進己身在組織創新之作為，並有效提升自我之辦學效能 4.幼稚園在組織創新之作為上，應努力於將新想法轉化為實際作為 5.幼稚園在經營上，應把重點放在永續之經營，而非求短期之效益 6.幼稚園在經營上，除了要聽聽內部叫職員所發出來的聲音之外，也應了解外部環境的改變 二、師資培育機構應提供有關幼稚園經營管理之研習課程 三、後續研究之建議 1.可納入不同之影響因素，另進行有關於幼稚園學校效能之研究 2.市場導向與組織學習間之關係，未來研究者可試著反向研究 3.未來研究者可試著將托兒所也納入研究對象之中 4.在研究方法上，可輔以質化方法，以補量化之不足之處 5.在變項的衡量上，可在改善 關鍵字：市場導向、組織學習、組織創新、學校效能、幼稚園

本研究旨在探討國內校長服務領導與學校效能關聯性之實際效應量，採用後設分析法進行數據分析與討論，藉由整合17篇文獻及研究數據，探討校長服務領導與學校效能之關聯性，並分析調節變項所帶來的影響力。 本研究提出以下三項結論如下：壹、校長服務領導與學校效能在整體層面間具有高度且正向的關聯性；貳、整體校長服務領導與學校效能分層面間具有高度且正向的關聯性；參、校長服務領導與學校效能關係間存在調節變項，包括任教階段及碩士學歷比等研究特徵具有調節作用。 最後，根據上述研究結論，提供相關教育相關人員與單位研究建議作為參考，並提供未來研究建議作為後續研究者研究之依據。 / The main purpose of this research is to prove the correlation between principals’ servant leadership and school effectiveness in Taiwan. The present research employs meta-analysis as methodology based on the findings of 17 master theses concerning principals’ servant leadership and school effectiveness, and moderator the two variables as the relationship between study characteristics are. This result indicates as following: 1.There is a positive and high correlation between whole principals’ servant leadership and school effectiveness. 2.There is a positive and moderate correlation between whole principals’ servant leadership and school effectiveness. 3.Education ratio and school location is the variable that moderates the effect size of principals' servant leadershiand school effectiveness. Based on the above findings, the researcher provided several suggestions for school leadership, education practices and future research.

本研究旨在探討竹苗區國民中學教師知覺校長願景領導、學校組織氣氛與學校效能之關係。為達研究目的，首先蒐集相關文獻資料加以探討分析，瞭解校長願景領導、學校組織氣氛與學校效能之內涵，以建立本研究架構之理論基礎，及問卷編製的依據。在實證研究上採調查研究法，以竹苗區公立國民中學教師為樣本對象，採「分層隨機抽樣」方式，進行研究資料的蒐集，共發出600份問卷，有效問卷582份，回收可用率達97.0%。問卷回收後，分別以描述性統計、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等進行統計分析。 綜合文獻探討及調查研究結果，本研究獲致研究結論如下： 一、竹苗區國中教師知覺校長願景領導屬於中高程度，其中以「願景的發展與宣導」層面最佳。 二、竹苗區國中教師知覺學校組織氣氛屬於中高程度，其中以「教師承諾行為」層面最佳。 三、竹苗區國中教師知覺學校效能屬中高程度，其中以「有效的教學品質」層面最佳。 四、在「校長願景領導」方面，不同「學校位置」背景變項之國中教師，知覺校長願景領導有顯著差異。 五、在「學校組織氣氛」方面，不同「性別」、「現任職務」、任職學校「校長性別」及「學校位置」背景變項之教師，知覺學校組織氣氛有顯著差異。 六、在「學校效能」方面，不同「學校規模」及「學校位置」背景變項之教師，知覺學校效能有顯著差異。 七、竹苗區國中校長願景領導與學校組織氣氛具有顯著相關。 八、竹苗區國中校長願景領導與學校效能具有顯著相關。 九、竹苗區國中學校組織氣氛與學校效能具有顯著相關。 十、竹苗區國中校長願景領導與學校組織氣氛對學校效能具有顯著預測作用。 根據以上研究結果，提出具體建議，提供教育行政機關、學校行政及教師未來相關研究之參考。 / The overall objective of this study is to estimate the associations among the principal’s visionary leadership, school organization climate, and school effectiveness in Hsinchu and Miaoli junior high schools. To achieve the research purposes, a literature review was conducted to understand the principal’s visionary leadership, school organization climate and school effectiveness, and then to establish the fundamental theory of this study and develop questionnaires. This is a cross-sectional survey study using stratified random sampling design. The study recruited teachers in Hsinchu and Miaoli areas public junior high schools. A sample of junior high school teachers in Hsinchu and Miaoli areas, stratified random sampling, issued a total of 600 parts, 582 valid questionnaires, the effective rate of 97.0% questionnaires. The collected data was analyzed by descriptive analyses, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis. The main findings of the study include： 1.Moderate-high teacher’s perceptions of the principal’s visionary leadership were shown, and “development and propaganda of the vision” had the highest level. 2.Moderate-high teacher’s perceptions of the school organization climate were shown, and “teacher’s commitment behaviors” had the highest level. 3.Moderate-high teacher’s perceptions of the school effectiveness were shown, and “effective teaching quality” had the highest level. 4.School location showed significant effect on teacher’s perceptions of the principal’s visionary leadership. 5.Teacher’s gender, current position, principal’s gender, and school location showed significant effects on teacher’s perceptions of the school organization climate. 6.School scale and location showed significant effects on teacher’s perceptions of the school effectiveness. 7.Principal’s visionary leadership and school organization climate were positively correlated. 8.Principal’s visionary leadership and school effectiveness were positively correlated. 9.School organization climate and school effectiveness were positively correlated. 10.Principal’s visionary leadership and school organization climate were significant predictors of school effectiveness. According to the above research conclusions, the suggestions are proposed to be used as reference by educational institutions, school administrative units, and teachers in the future.

摘 要 本研究主要在探討高中職校長轉型領導、學校知識管理與學校效能的關係。為達成研究目的，首先進行轉型領導(transformational leadership)、知識管理(knowledge management)及學校效能(school effectiveness)的相關文獻分析，並發展調查問卷初稿，經過預試後之項目分析及因素分析等過程，據以建構「高中職學校狀況調查問卷」研究工具。隨後依學校所在地區分為北區、中區、南區及學校類別屬於高中或高職，採分層叢集隨機取樣之方式，抽取台灣地區之高中職學校教師1300人進行問卷調查，問卷回收率為91.62%，剔除無效樣本31人，有效樣本人數為1160人。研究資料，使用SPSS for Windows 11.5版進行統計分析；依研究目的，除了做描述性統計之外，並依調查樣本背景之不同，進行單因子變異數分析（one-way ANOVA），考驗不同背景變項之差異情形，並以Scheffé法進行事後比較；另以典型相關（canonical correlation）、皮爾遜積差相關（Pearson product-moment correlation）及逐步多元迴歸分析（stepwise multiple regression analysis）等統計方法，了解校長轉型領導、學校知識管理與學校效能各層面間的相關及預測情形；最後並以訪談做深入之探討。綜合文獻分析、問卷調查之統計考驗及訪談資料分析，本研究獲得以下結論： 一、目前高中職校長之轉型領導最常使用「建立願景」，較少使用「個別關懷」；知識管理較為注重「顯性知識」及「知識中心」層面；學校效能則關注於「行政領導」及「學生表現」層面。 二、教師服務學校校長為男性者，其在轉型領導各層面及整體層面的知覺，顯著高於服務學校校長為女性者。 三、高中職校長轉型領導、學校知識管理及學校效能的知覺，隨背景因素不同而有顯著差異：高中職之男性教師高於女性教師；年長資深教師顯著高於年輕資淺教師；兼任行政職務之教師顯著高於未兼行政職務之教師；私立高中職學校教師顯著高於公立高中職學校教師；中南部高中職教師顯著高於北部高中職教師。 四、高中職校長轉型領導與高中職學校知識管理有顯著相關。 五、高中職「校長轉型領導」、「學校知識管理」各層面與「學校效能」有高度相關。 六、高中職「校長轉型領導」各層面變項，對「學校效能」的解釋變異量約為61.9%，以「啟發才智」最具有預測力。 七、高中職「學校知識管理」各層面變項，對「學校效能」的解釋變異量達59.2%，以「人員系統」及「隱性知識」最具有預測力。 依據研究所得結論，本研究最後並分別對教育行政機關、高中職校長、學校及後續研究提出建議，提供校長轉型領導、學校知識管理及提升學校效能之參考。 / Abstract This study aimed to explore the correlations among three factors, i.e. school effectiveness, knowledge management and transformational leadership of senior/vocational high school principals. In order to achieve the objective of this study, the methods of literature review about the correlated themes were first adopted, and then this study proceeded to do the first draft questionnaire survey. After the processes of item and factor analysis from the prior test, the research instrument–“The questionnaire of senior/vocational high schools” was formed according to the above analysis. Afterward, all schools here were divided into north district, middle district, south district, senior high and vocational high based on their location and category to do cluster sampling. The survey subjects included teachers from senior high and vocational high schools in Taiwan, namely, 1300 teachers were sampled through the way of random. The rate of retrieve was 91.62% and the valid samples were 1160 copies, exclusive of the ineffective samples. The research data acquired was analyzed by SPSS for Windows 11.5 version based on the research purpose. The statistic procedures included the means, standard deviation and one-way ANOVA, examining variances in different variables. Scheffé method was used for post-comparison to examine the interrelations among each subject groups. Besides, canonical correlation, Pearson & stepwise multiple regression analysis were applied in the research to comprehend interrelations as well as predictions among the three aspects of transformational leadership from principals, knowledge management in schooling and school effectiveness. Further exploration on the issue was made through the interviews. According to the integrated analysis, which was from the adoption of research methodologies of literature review, questionnaire survey and interview. And the conclusions were as follows: 1. For the topic of “Transformational leadership of a principal from senior /vocational high schools”—The way of “establishing perspective” was used instead of “individuals concerns” commonly; And “dominate knowledge” as well as “knowledge center” were emphasized on the issue of knowledge management. With regard of the theme of school effectiveness, the “administration leadership” and “students’ behavior” were paid much close attention to. 2. Male principals performed much higher effectiveness than female principals on the transformational leadership in consciousness. 3. The consciousness from transformational leadership, knowledge management and school effectiveness differed greatly from backgrounds. Male teachers were higher than female teachers. Experienced teachers were more superior to new teachers. Teachers served in administration position were more excellent than common teachers. Teachers from private schools were finer than those from public schools. Teachers from middle or south Taiwan were greater than those from north Taiwan. 4. There were remarkable interrelations between “ transformational leadership” and “ knowledge management”. 5. The strong interrelation among the “transformation leadership”, “knowledge management” and “school effectiveness” occurred obviously. 6. The cumulative variance of transformational leadership to the school effectiveness was about 61.9%. And the “inspired intelligence” possessed strongly predictable effects. 7. The cumulative variance of knowledge management to “school effectiveness” was about 59.2%. And “ the staffing systems” and “ recessive knowledge” held the strongly predictable effects. According to the conclusions of this study, the further suggestions were provided to the department of educational administration, principals from senior/vocational high schools and schools for reference and the views of promoting research about “transformational leadership”, “knowledge management” and “school effectiveness” were raised also.

本研究旨在探討台北市幼稚園教育人員資訊素養與學校效能之現況及其關係，並依據研究分析結果，提出結論與建議，期能提供日後幼稚園提升教育人員資訊素養與學校效能之參考。 本研究採用問卷調查法，以研究者自編之「幼稚園教育人員資訊素養與學校效能調查問卷」為研究工具，研究對象為台北市公私立幼稚園之教育人員(含園長、主任、組長及教師)，共抽取630位為研究樣本，回收有效問卷共計440份，回收率為69.8%。問卷回收後分別以「平均數」、「標準差」、「單因子變異數分析」、「獨立樣本t考驗」、「Pearson積差相關」、「多元逐步迴歸」以及「結構方程模式」等統計方法進行分析，根據研究分析結果歸納岀以下幾項結論： 一、台北市幼稚園教育人員資訊素養之現況大致良好，在網路能力層面較佳，惟在圖書館能力及電腦軟硬體能力層面有待加強。 二、台北市幼稚園教育人員的與學校效能之現況大致良好，普遍重視幼兒學習表現，惟在社區家長支持層面有待加強。 三、台北市幼稚園教育人員資訊素養能力會因年齡、服務年資、教育程度、園所規模及園所屬性之不同，而有顯著差異。 四、台北市幼稚園教育人員在知覺學校效能方面會因教育程度、園所屬性之不同，而有顯著差異。 五、台北市幼稚園教育人員資訊素養與學校效能間呈現正相關之關係。 六、背景變項與資訊素養各層面對學校效能整體有顯著的預測作用。 七、資訊素養對學校效能有正向的影響。 / This study is aimed at investigating the current conditions and relationships of educational personnel information literacy and school effectiveness in preschools of Taipei City. Furthermore, conclusions and suggestions are provided based on the findings in order to give preschools some suggestions to facilitate educational personnel information literacy and school effectiveness. This study adopts the research method of questionnaire survey.“ Educational Personnel Literacy and School Effectiveness in Preschool Questionnaire” was designed from literature review. The subjects of questionnaire survey include principals, directors, team leaders and teachers in preschools of Taipei City. The samples were 630 educational personnel in preschools and the returned valid questionnaires were 440, making the return rate of 69.8%. The valid sample data was analyzed by various statistical methods such as mean, standard deviation, one-way ANOVA, t-test, Pearson correlation, stepwise multiple regression analysis and structural equation modeling. These conclusions of this research were summarized below: 1. The current conditions of educational personnel literacy in preschools of Taipei City were good, “Network literacy” was the better one, while “Library Literacy” and “Computer Software and Hardware Literacy” should be improved. 2. The current conditions of school effectiveness in preschools of Taipei City were good, “Children learning outcome” was the better one, while “Assistance from community and parents” should be improved. 3. The general performance of educational personnel information literacy in preschools of Taipei City varied significantly from different age, seniority, educational background, preschool dimension and preschool property. 4. The general performance of school effectiveness in preschools of Taipei City varied significantly from different educational background and preschool property. 5. There was positive relationship between educational personnel information literacy and school effectiveness in preschools of Taipei City. 6. The background variations and information literacy were appropriate indicators in predicting school effectiveness. 7. Information literacy positively affects school effectiveness.