本研究旨在探討國民小學的公共關係、組織創新經營與學校效能之關係，以瞭解目前國內國民小學推動公共關係的情形，以及確認組織創新經營與學校效能之高低情形，以作為國民小學行政實務運作的參考，以達成學校校務革新與發展的目的。 本研究採用調查研究法，並根據研究目的，研究問題及文獻探討結果，編製「國民小學公共關係、創新經營與學校效能現況調查問卷」進行預試，並依據因素分析結果編製正式問卷進行調查研究。本研究以台灣地區公立國民小學的教師為母群體，依北、中、南、東四區以分層隨機抽樣方法進行抽取樣本，總計抽取1375 位國小教師，回收有效樣本1023人。問卷調查結果採用描述性統計、Pearson積差相關、t 檢定、單因子變異數、多元迴歸分析、結構方程模式等統計方法進行分析。 本研究之主要發現如下： 一、國民小學公共關係實際情況良好，並以「成果回饋」為最佳。 二、國民小學創新經營表現良好，並以「行政運作創新」為最佳。 三、國民小學學校效能實際情況良好，並以「溝通協調」最佳。 四、國民小學公共關係、創新經營與學校效能三者間具有正向的關聯。 五、國民小學公共關係及創新經營的分層面對學校效能有正向預測作用。 六、國民小學公共關係可透過組織創新經營，增強對學校效能的正向影響力。 依據以上之研究發現，本研究對教育行政機關、學校與未來研究分別提出以下建議： 一、對教育行政機關之建議： （一）應給予教職員工更多進修機會，鼓勵終身學習。 （二）提供具體策略，有效降低小型與大型學校辦學壓力。 （三）將公共關係與創新經營之課程納入培育課程中。 （四）訂定獎勵辦法推動學校行銷與創新。 二、對學校之建議： （一）加強教師參與，使所有成員共同參與校務推動。 （二）尊重資深教師之經驗及意見，善用人力資源。 （三）積極鼓勵教職員工進修以落實終身學習理念。 （四）提供與建置相關資源，鼓勵教師發揮創造力。 （五）都會區大型學校，應強化溝通機制，追求團隊合作。 三、對未來研究之建議： （一）研究對象方面，建議擴大研究群體。 （二）研究方法方面，建議兼採質性研究。 （三）研究變項方面，建議納入其他變項進行分析。 / The main purposes of this study are: (1) to understand the present condition of public relations, organization innovative management, and school effectiveness in the elementary schools; (2) to analyze the diversity of different background variables in public relations, organization innovative management, and school effectiveness in the elementary schools; (3) to discuss the relationships among the public relations, organization innovative management, and school effectiveness in the elementary schools; (4) to investigate the preditive analysis of public relations, organization innovative management, and school effectiveness in the elementary schools; (5) to conclude the path relationships among public relations, organization innovative management, and school effectiveness in the elementary schools. The present study applied literature analysis and questionnaire survey method. According to related literature, the theoretical foundation was constructed and “Elementary School Public Relations, Organization Innovative Management, and School Effectiveness Survey Questionnaire” was organized. 117 elementary schools were chosen randomly from north, central, south, and east regions in Taiwan. Totally there were 1023 elementary school teachers. Subjects’ viewpoints about elementary school public relations, organization innovative management, and school effectiveness were collected. The data were analyzed by descriptive statistics, one-way ANOVA, Pearson product-moment correlation, stepwise regression, and structural equation modeling. The findings of this research were as follows: 1. The perceptions from the elementary school teachers about public relations are positive. And “outcome feedback” is the highest. 2. The perceptions from the elementary school teachers about organization innovative management are positive. And “administration operation” is the highest. 3. The perceptions from the elementary school teachers about school effectiveness are positive. And “communication and coordination” is the highest. 4. There are significant relationships between school effectiveness and public relations as well as between school effectiveness and organization innovative management. 5. Public relations and organization innovative management can effectively predict school effectiveness. 6. The results from the structural equation model indicated that there is a positive indirect effect between public relations and school effectiveness when organization innovative management served as a mediator variable. Based upon the findings, some suggestions are addressed for educational administrators, elementary schools, and future researchers. 1. For educational administrators (1)Provide more opportunities of further education and encourage lifelong learning. (2)Administer effective and concrete strategies about lower stress in large and small school management. (3)Include public relations and innovative management among the curriculum of administrator preparation. (4)Prompt school marketing and innovation by reward. 2. For elementary schools (1)Amplify the scope of teacher participation in school management. (2)Respect senior teachers’ experiences and opinions by human resource management. (3)Encourage school members to participate in further education and achieve the vision of lifelong learning. (4)Provide correlative resources and encourage teachers to amplify creativity. (5)Reinforce communicative mechanism and pursuit team cooperation in large and urban schools. 3. For future researchers (1)The samples should be expanded. (2)Qualitative studies should be adopted to make more in-depth data. (3)More demographic variables and environmental variables should be added.

本研究旨在探討臺北市國民中學校長領導風格、教師知識管理與學校效能之關係。採用問卷調查法進行研究，以97學年度臺北市公立國民中學教師為研究對象，各校依班級數多寡，選取8至16位教師進行問卷調查，總計發出問卷750份，回收問卷663份，問卷回收率88.4%，有效樣本620份。所得資料輸入電腦後，以SPSS for Windows 12.0版統計套裝軟體進行統計分析。採用平均數、標準差、獨立樣本t檢定、單因子變異數分析、Pearson積差相關分析、多元逐步迴歸分析等統計方法加以處理，獲致如下之結論： 一、臺北市國民中學校長領導風格中，轉型領導較注重「願景」；交易領導較注重「介入管理」；教師知識管理，較注重「知識取得」及與「知識創新」；學校效能整，較注重「社區關係」及「學生表現」 二、臺北市國民中學校長領導風格之現況受性別、服務年資、擔任職務、學校規模、學校歷史影響有所差異；教師知識管理受性別、年齡、教育程度、服務年資、擔任職務、學校歷史影響有所差異；學校效能受性別、年齡、服務年資、擔任職務、學校規模、學校歷史影響而有所差異。 三、校長領導風格愈佳則教師知識管理愈佳；教師知識管理愈佳則學校效能愈佳 四、校長領導風格各層面對學校效能之預測力，以「激勵」最具有預測力 五、教師知識管理各層面對學校效能之預測力，以「知識取得」最具有預測 依據本研究之結論，提出下列建議： 一、對教育行政機關的建議 (一)加強校長之專業發展，強化校長專業領導能力 (二)針對校長培育課程增列轉型領導概念課程 (三)針對教師增列知識管理研習課程、提升知識管理能力 二、對校長的建議 (一)應增進校長轉型領導的運用，以提升學校效能 (二)少使用法職權、多用專業與熱忱帶領學校組織 三、對教師的建議 (一)、增進教師間的交流平台，提昇教育專業知識分享 (二)、教師應積極參加研習活動、多方請益，以提昇教師專業知能 四、對學校的建議 (一)、建置硬體設備及設計相關課程，提供有利於教師知識管理的情境 (二)、推動學校教師知識管理，營造知識分享的學校文化，以提昇學校效能 / The purpose of this research is to explore the relationship among principals’ leadership style, teachers’ knowledge management and the school effectiveness of the municipal junior high schools in Taipei. The research was conducted through questionnaire survey. The participants were the teachers in Taipei municipal junior high schools in academic year 2009. 8 to 16 teachers were selected from each school according to the class number of the schools. 750 questionnaires were issued, and a total of 663 questionnaires were collected from all the target schools, with the rate of retrieval, 88.4%. 620 copies were valid samples. The research data acquired was processed by SPSS for Windows 10.0 version and analyzed with average mean, standard deviation, independent sample t-test, one-way ANOVA, Pearson’s product-moment correlation coefficient, and multiple regression analysis. Based on the results, the following conclusions were reached: 1.In Taipei municipal junior high schools, principals’ transformational leadership pays more attention to the “vision” field; while principals’ transactional leadership emphasizes more on the “interference management” field. Besides, “knowledge acquisition” and “knowledge innovation” are more valued among the knowledge management conducted by the teachers. In the aspect of school effectiveness, “community relationship” and “student achievements” are more emphasized. 2.In Taipei municipal junior high schools, principals’ leadership styles are verified with the influence of teachers’ gender, seniority, position, school scale, and school history. Teachers’ knowledge management is verified with the influence of teachers’ gender, age, education background, seniority, position, and school history. And the school effectiveness is verified with the influence of teachers’ gender, age, seniority, position, school scale, and school history. 3.The better principals’ leadership style is, the better teachers’ knowledge management is. The better teachers’ knowledge management is, the better school effectiveness is. 4.“Encouragement” is the best way to enhance the predictions of principals’ leadership style on school effectiveness. 5.“”Knowledge acquisition” is the best way to enhance the predictions of teachers’ knowledge management on school effectiveness. According to the findings, some suggestions were made: 1. Suggestions for education and administration institutes 1) Strengthen principals’ professional development and leadership. 2) Integrate courses about transformational leadership into principal preparation curriculum. 3) Arrange more workshops or seminars about knowledge management for teachers and upgrade teachers’ knowledge management ability. 2. Suggestions for principals 1) Develop principals’ transformational leadership and thus improve school effectiveness. 2) Make use of less authority but more profession and enthusiasm on school leading. 3. Suggestions for teachers 1) Enhance the communication among teachers; increase opportunities to share and exchange educational knowledge. 2) Be active in participating in seminars or workshops, listen to good advice, and upgrade teachers’ professional knowledge. 4. Suggestions for schools 1) Construct hardware facilities, design correlated curriculum, and offer the circumstances which are helpful for teachers’ knowledge management. 2) Promote teachers’ knowledge management, build a knowledge-sharing atmosphere at school, and thus enhance school effectiveness.

本研究主要目的在分析國民校長賦權增能領導行為、組織創新經營與學校效能之間關係。研究採用調查研究法，以臺灣地區之公立國民中學教師為研究對象抽自北中南東71所學校，計有820位。問卷調查結果採用描述性統計、t考驗、單因子變異數分析、皮爾森積差相關、逐步多元迴歸以及結構方程式等統計方式加以分析。 本研究得到下列項結論：一、目前國民中學校長賦權增能領導行為情況良好，並以「參與及自主決策」為最佳，二、目前國民中學組織創新經營表現良好，並以「組織氣氛創新」為最佳，三、目前國民中學的學校效能情況良好，並以「校園規劃設施」為最佳，四、背景變項在國民中學校長賦權增能領導行為、組織創新經營與學校效能之差異情形，五、國民中學校長賦權增能領導行為、組織創新經營與學校效能三者間具有正向的關聯。六、國民中學校長賦權增能領導行為及組織創新經營的分層面，對學校效能有正向的預測作用。七、國民中學校長賦權增能領導行為可透過組織創新經營，增強對學校效能的正向影響力。 最後，根據研究結果提出主要結論與相關建議，以供教育行政機關與國民中學之參酌。 / The purpose of this study is to examine the relationship between empowering leadership behavior, organizational innovation management, and school effectiveness. Data were collected from 820 teachers of 71 junior high schools in Taiwan. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, pearson correlation analysis, stepwise regression, and structural equation modeling. Finally, the findings of this study are as followings: 1. The perceptions from the junior high school teachers about empowering leadership behavior are positive. Furthermore, “participation and autonomous decision-making” is the highest. 2. The perceptions from the junior high school teachers about organization innovative management are positive. Besides “organizational climate of innovation” is the highest. 3. The perceptions from the junior high school teachers about school effectiveness are positive. “campus planning and facilities” is the highest in addition. 4. To describe the differences of the background of junior high school principals’ empowering leadership behavior, organizational innovation management, and school effectiveness. 5. There are significant correlations between school effectiveness and principals’ empowering leadership behavior as well as between organizational innovation management and school effectiveness. 6. The sub-level of the principals’ empowering leadership and organizational innovation management can apparently predict the school effectiveness. 7. The results from structural equation model indicated that there is a positive indirect effect between principals’ empowering leadership behavior and school effectiveness when organizational innovation management served as a mediating variable. At last, according to the results, this study provides the conclusion and the suggestions particularly for the institution of educational administration and junior high schools.

本研究旨在探討國民小學組織內部行銷、知識管理與學校效能的關聯性。研究採用調查研究法，以臺灣地區公立國民小學教師為對象，總共發出1154份問卷，回收986份問卷，回收率為85.44%，而有效問卷回收率則為81.72%。正式問卷回收之後，分別以描述性統計、t考驗、單因子變異數分析、皮爾森積差相關、逐步多元迴歸以及結構方程模式等統計方法加以分析。 本研究獲得以下七項結論，分述如下： 一、國民小學組織內部行銷在「凝聚溝通」層面的表現最突出。 二、國民小學知識管理中以「科技設施」層面最獲肯定。 三、國民小學學校效能中以「教師教學」層面最獲認同。 四、不同背景變項在國民小學組織內部行銷、知識管理與學校效能之差異有其脈絡因素存在。 五、國民小學組織內部行銷、知識管理與學校效能三者間具有正向關聯。 六、國民小學組織內部行銷及知識管理的分層面能預測學校效能。 七、國民小學組織內部行銷可直接影響學校效能，亦可間接透過知識管理的中介機制，對學校效能產生正向影響。 最後，根據文獻分析、研究結果與討論，分別就教育行政主管機關、學校教育人員以及未來研究提出建議，以供其參酌。 / The purpose of this study was to explore the relationship between organization internal marketing, knowledge management, and school effectiveness. To obtain this information, 1154 teachers were selected to complete the questionnaire, where 986 questionnaires were returned. The return rate was 85.44% and the valid rate was 81.72%. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, pearson correlation analysis, stepwise regression, and structural equation modeling. The findings of this study are as followings: 1.Among all of the dimensions of organization internal marketing, “Congregate and communication” is the dominant in the elementary schools. 2.Among all of the dimensions of knowledge management, “Technology facilities” is the dominant in the elementary schools. 3.Among all of the dimensions of school effectiveness, “Teachers’ teaching” is the dominant in the elementary schools. 4.The differences of the background of organization internal marketing, knowledge management, and school effectiveness have the context factors. 5.There are significant correlations among organization internal marketing, knowledge management and school effectiveness. 6.The sub-level of the organization internal marketing and knowledge management can apparently predict the school effectiveness. 7.Organization internal marketing can affect school effectiveness directly, and which can also affect school effectiveness positively through knowledge management. At last, according to the results, this study provides the conclusion and the suggestions particularly for the institution of educational administration, elementary schools, and future research.

本研究旨在探討臺北縣立國民中學組織創新與學校效能的實際現況，分析兩者之間的關係，並依據研究結果，研擬改進與建議。 本研究以問卷調查法為主，半結構式訪談為輔，受試者包括臺北縣立國民中學校長、主任、組長、副組長、導師、專任老師，共829人，其中有效樣本649人，可用率為78.3 ﹪，研究工具為『臺北縣國民中學組織創新與學校效能問卷』。本研究以SPSS for Window11.0版套裝軟體的統計分析軟體為工具，茲將研究結果分述如下： 一、臺北縣國民中學教育人員知覺組織創新與學校效能均為中上程度。 二、臺北縣不同學校規模的教育人員知覺組織創新有明顯差異，以13-24 班的教育人員知覺度最高。 三、臺北縣不同學校歷史的教育人員知覺組織創新，有明顯差異，以學校歷史 為10年以下的教育人知覺度最高。 四、臺北縣不同性別的教育人員知覺學校效能有明顯差異，男性教育人員明顯 高於女性。 五、臺北縣不同學校規模的教育人員知覺學校效能，有明顯差異，以13-24班 的教育人員知覺度最高。 六、臺北縣學校創新經營（有參加創新比賽）之教育人員知覺學校效能有明顯 差異。 七、臺北縣國民中學組織創新與學校效能有非常顯著正相關。 八、臺北縣國民中學組織創新對學校效能有極顯著的預測力。 依據上述結論，本研究針對教育行政機關、學校及未來相關研 究提出建議，做為增進國民中學組織創新與提升學校效能之參考。 關鍵詞：組織創新、學校組織創新、學校效能。 / The purposes of this research were to explore the status quo and the relationship between the school organizational innovation and school effectiveness of the junior high school in Taipei County. Some recommendations for improvement were made according to the research conclusions. This study was proceeding primary with questionnaire surveys of school organizational innovation and school effectiveness of junior high school and supplementary with semi-construction interview. 829 samples were chosen from school in Taipei County. They were principles, directors. Department deans, department assistant deans, homeroom teachers and non-homeroom teachers of junior high school. Finally 649 data were collected. The useful rate for this research is 78.3%. The data were analyzed with SPSS for Window 11.0 edition and the conclusions of this research were as follows: 1. The teachers of junior high schools in Taipei County perceived an upper level on school organizational innovation and school effectiveness. 2. There is a significant difference of the perception of junior high school teachers in Taipei County on school organizational innovation among the teachers from different school sizes, there is higher awareness among the teachers from school of 13-24 classes’ size. 3. There is a significant difference of the perception of the junior high school teachers in Taipei County on school organizational innovation among the teachers from the school with different service periods. There is higher awareness among the teachers from school with less than 10 years in service. 4. There is a significant difference of the perception of junior high school teachers in Taipei County on school effectiveness between genders, male teachers have significant higher awareness. 5. There is a significant difference of the perception of junior high school teachers in Taipei County on school effectiveness among the teachers from different school sizes, there is higher awareness among the teachers from school of 13-24 classes’ size. 6.There is significant different of the perception of junior high school teachers in Taipei County , the teachers from the schools participating the organizational innovation competitions have higher awareness on school effectiveness. 7. There were positive and strongly significant correlation between school organizational innovation and school effectiveness of the junior high school in Taipei County. 8. The school organizational innovation had predicative efficacy school effectiveness of the junior high school in Taipei County. Based on the above conclusions several recommendations were made for the authorities of concerned, junior high schools’ principals and future researchers for improvement of school organizational innovation and school effectiveness. Key words: organizational innovation, school organizational innovation, school effectiveness.

本研究旨在探討國民小學校長空間領導、學校創新經營與學校效能之關係，針對校長空間領導、學校創新經營與學校效能進行差異比較、相關與逐步多元迴歸分析，進而驗證三者間的結構方程模式。 首先蒐集、探討國內外相關文獻，作為研究的理論基礎，採用問卷調查法，分層隨機抽取臺北市、新北市、桃園縣公立國民小學1,252位教師為受試者，回收問卷1,172份，有效問卷1,130份，回收率93.61%，可用率96.42%。所得資料以SPSS22.0版及AMOS22.0版統計套裝軟體進行處理，採用獨立樣本t考驗、單因子變異數分析、積差相關分析、逐步多元迴歸分析與線性結構方程模式等方法進行統計分析，獲致主要結論如下： 一、國民小學校長空間領導、學校創新經營與學校校能的實施現況呈現良好。 二、不同性別、年齡、教育程度、服務年資、現任職務之教師在國民小學校長空間領導、學校創新經營與學校效能具有顯著差異。 三、不同學校規模、學校地區、學校歷史之教師在國民小學校長空間領導、學校創新經營與學校效能具有顯著差異。 四、國民小學校長空間領導、學校創新經營與學校效能三者之間均存在中高度正相關。 五、國民小學校長空間領導、學校創新經營能有效預測學校效能。 六、國民小學校長空間領導、學校創新經營與學校效能的關係結構模式得到驗證支持。國民小學校長空間領導對學校創新經營及學校效能，以及學校創新經營對學校效能的影響有直接效果。 七、學校創新經營具有校長空間領導對學校效能的中介效果。 最後，根據文獻分析、研究結果，提出建議以供教育行政主管機關、國民小學校長及後續研究之參考。 / The purpose of this study is to learn the relationships among the primary school principal space leadership, innovative school management, and school effectiveness. Comparing and analyzing the differences, relationships, and stepwise regression between principal space leadership, innovative management, and school effectiveness, the researcher tries to build and verify a model for these three elements. To build the foundation of the model, the researcher review related literature from all over the world. The researcher applies questionnaire survey and used stratified random sampling method to select target samples from Taipei City, New Taipei City, and Taoyuan County teachers. 1252 questionnaire were issued, 1172 retrieved, and 1130 valid questionnaires. The retrieved rate and availability was 93.61% and 96.42, respectively. SPSS22.0 and AMOS22.0 software as well as independent sample t test, one-way analysis variance, product moment correlation, stepwise regression, and linear structural relations model are conducted as the statistical methods in this study. According to the results, this study has obtained the following conclusions. 1. Primary school principals perform well in space leadership, innovative school management, and school effectiveness. 2. Genders, ages, education levels, teaching experiences, and current positions of sampling teachers show difference on the principal space leadership, innovative school management, and school effectiveness survey. 3. School scales, locations, and history of the sampling teachers show difference on the principal space leadership, innovative school management, and school effectiveness survey. 4. There are mid to high positive correlations between any two of principal space leadership, innovative school management, and school effectiveness. 5. Principal space leadership and innovative school management can be applied to predict school effectiveness. 6. The study’s result supports the relation structural model between principal space leadership, innovative school management, and school effectiveness. 7. Primary school principal space leadership has a direct effect on innovative school management and school effectiveness. Innovative school management also has direct effect on school effectiveness. 8. Innovative school management is a mediation variable for principal space leadership and school effectiveness. Innovative school management has the mediation effect on principal space leadership and school effectiveness. The research findings and suggestions can serve as reference for educational authorities, elementary school principals and subsequent related studies.

本研究旨在探討新竹地區（新竹縣、市）國民中學學校創新經營、組織公民行為與學校效能之關係。研究採調查研究法，共計抽樣25所學校，發出 650 份問卷，回收 560 份有效問卷，回收率為 86％。資料處理分別以描述性統計、t檢定、單因子變異數分析、積差相關、迴歸分析等統計方法進行統計分析。 本研究獲致下列之結論： 一、國中教師對整體學校創新經營現況知覺程度為中上，其中以「資訊科 技創新經營」感受最佳，「外部環境創新經營」則仍有待努力。 二、國中教師對整體組織公民行為之現況感受為中上程度，其中以「不爭 利營私」最受重視，「認同組織」則有待加強。 三、國民中學整體學校效能的現況尚稱良好，其中以「教師專業成長」最 受重視，「社區認同支持」則有加強的空間。 四、「學校歷史」是影響學校創新經營、組織公民行為與學校效能的重要 背景變項，創校10以內的學校表現較佳。 五、「性別」是影響學校創新經營、組織公民行為與學校效能的重要背景 變項，男性普遍高於女性。 六、「年資」是影響學校創新經營、組織公民行為與學校效能的重要背景 變項，新進5年以內的教師表現較佳。 七、「學歷」是影響學校創新經營、組織公民行為與學校效能的重要背景 變項，一般大學畢業的教師表現普遍較高。 八、「職務」是影響組織公民行為與學校效能的重要背景變項，兼任行政 教師普遍較高。 九、「年齡」是影響組織公民行為的重要背景變項，41歲以上的教師表現 普遍較佳。 十、國中學校創新經營的情況愈佳，教師組織公民行為的情形也愈佳。 十一、國中學校創新經營的情況愈高，則學校效能愈佳。 十二、國中教師組織公民行為愈高，則學校效能也愈佳。 十三、學校創新經營對學校效能具有預測力，而且以行政管理最具預測力 十四、組織公民行為對學校效能具有預測力，而且以認同組織最具預測力 十五、學校創新經營與組織公民行為對學校效能具有預測力，且以分層面 「行政管理創新經營」的預測力最佳。 依據研究之結論，研究者提出具體建議，以供學校及教育行政機關後續提昇學校效能之可行做法，以及未來相關研究之參考。 一、強化資訊網路系統、鼓勵知識分享，以提升學校效能。 二、營造和諧的校園氣氛，公開表揚教師的組織公民行為。 三、重視教師專業成長，確保學校效能的展現。 四、肯定女性教師，提供更多校務參與機會。 五、鼓勵教師參與行政工作，深度認識加強認同。 六、鼓勵勇於創新與改變，營造正向的創新校園。 七、加強教師組織公民行為，對學校的認同，以提昇學校效能。 八、加強與社區互動，爭取社區成員的認同支持。 / The purpose of this study is to explore the relationships between school innovative management and teacher’s organizational citizenship behavior and school effectiveness of junior high schools in Hsin Chu County and Hsin Chu City. Questionnaire survey method is adopted. The samples include 25 schools and 650 questionnaires were distributed. There were 560 valid questionnaires used finally in the statistic analysis and the usable rate is 86%. All data collected were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, Multiple regression etc. The conclusions are as follows: 1.The current states of school innovative management in junior high school are good. Comparing all dimensions, “information and technology ” is the best; “exterior relationship” is the worst. 2.The whole performance of teacher’s organizational citizenship behavior is good. Among the sectional scores, “the dimension of non-benefit-orientated” is the highest. 3.School effectiveness shows medium-high level, especially “the professional development of teachers.” 4.The “school history” is the most important environment factor to affect school innovative management and teacher’s organizational citizenship behavior. 5.The “gender” is the most important background factor to affect school innovative management, teacher’s organizational citizenship behavior and school effectiveness. 6.The “years of service in education” is the most important background factor to affect school innovative management, teacher’s organizational citizenship behavior and school effectiveness. 7.The “highest of educational diploma” is the most important background factor to affect school innovative management, teacher’s organizational citizenship behavior and school effectiveness. 8.The “position of teacher” is the most important background factor to affect teacher’s organizational citizenship behavior and school effectiveness. 9.The “age” is the most important background factor to affect teacher’s organizational citizenship behavior. 10. The better the school innovative management will be, the more the teacher’s organizational citizenship behavior will be. 11.The higher the level of school innovative management is, the higher level of school effectiveness will be. 12. The more the organizational citizenship behavior will be, the higher the school effectiveness will be. 13. The school innovative management can predict the school effectiveness, and “administration and management” is the primary predictable variable. 14. The teacher’s organizational citizenship behavior can predict the school effectiveness, and “the identifying oneself with the organization” is the primary predictable variable. 15. The school innovative management and the teachers’ organizational citizenship behavior can predict the school effectiveness, and “administration and management” is the primary predictable variable. Findings and conclusion in this research could be used as a reference for sahool,board of education and researchers to promote practice in operation and future research.

本研究旨在探究校長正向領導與學校效能之相關情形，透過整合15篇相關研究數據，採用後設分析為研究方法，期以巨觀角度探究我國校長正向領導與學校效能關係之現況，並分析調節變項之影響情形。本研究樣本的調查對象為現職初等、中等學校之教職員，並以教師性別（男性比）、擔任職務（兼行政職務比）、研究地區（分為北部6篇、中南部3篇、全國6篇研究）及學校教育階段（分為國小9篇、國中3篇、中等學校3篇研究）為調節變項加以分析。 本研究獲致結論如下： 壹、正向領導與學校效能相關研究有成長趨勢，又以北部地區、國小教育階段居多。 貳、整體正向領導與學校效能關係為正相關，具大效應量。 參、正向領導分層面與學校效能關係均為正相關，且為大效應量。 肆、建立正向關係與學校效能間相關程度最高。 伍、研究地區、學校教育階段對於整體正向領導與學校效能關係具有調節效果。 一、研究地區：關聯程度北部大於中南部。 二、學校教育階段：關聯程度隨學校教育階段升高而有提升之趨勢。 陸、研究地區、學校教育階段對於校長正向領導分層面與學校效能關係皆具有調節效果，另，教師性別為正向溝通與學校效能關係之調節變項。 一、研究地區：北部地區校長正向領導分層面與學校效能的關聯性均較中南部地區為高。 二、學校教育階段：正向領導分層面的正向氣氛、正向關係、正向溝通與學校效能之關係隨學校教育階段愈高而愈強；正向意義與學校效能關係之強度隨著學校教育階段的升高而有降低之趨勢。 三、教師性別：男性教師所佔的比率越高，正向溝通與學校效能的關聯性越高。 最後，根據研究發現提出建議，以供學校校長、學校教育人員及未來研究者參考。 壹、積極實施校長正向領導以促進學校效能。 貳、從正向關係著手，有效實施正向領導。 參、以南部學校為重，加強推廣正向領導。 肆、從中等學校著手，積極推動正向領導。 伍、從初等學校著手，強調賦予正向意義。 陸、與男性教師相處可多運用正向溝通。 / The purpose of this study is to explore the relationships between principals’ positive leadership and school effectiveness by integrating the findings of 15 researches related. In order to understand the current status of the relationships between principals’ positive leadership and school effectiveness in Taiwan on a macroscale and explore the influences from moderator variables, the present research employs meta-analysis as methodology. Educators of elementary and secondary education were recruited as samples, and teachers’ gender (male ratio), positions (administrative ratio), location of research (including six papers of the north, three papers of the central south, and six papers of national) and education level of school (including nine papers of elementary school, three papers of junior high school, and three papers of secondary) were adopted as moderator variable. The findings of this study were summarized as follows: 1.The researches about principals’ positive leadership and school effectiveness showing a growth trend, and mostly in the north and elementary school. 2.The overall principals’ positive leadership is positively correlated with school effectiveness, and the effect size is large. 3.The sub-variables of principals’ positive leadership are positively correlated with school effectiveness, and the effect size are large. 4.The correlation between positive relationship and school effectiveness is strongest. 5.The location of research and education level of school as a moderator variable in the relation between overall principals’ positive leadership and school effectiveness. (1) The location of research: the correlation of the north is bigger than the central South. (2) The education level: the correlation will enhance as the education level increases. 6.The location of research and education level of school as a moderator variable in the relation between sub-variables of principals’ positive leadership and school effectiveness. In addition, teachers’ gender has moderating effects only between positive communication and school effectiveness. (1) The location of research: the correlation between sub-variables of principals’ positive leadership and school effectiveness of the north are stronger than the south. (2) The education level: the correlation between positive climate, positive relationship, positive communication, positive meaning, and school effectiveness will enhance as the education level increases; however, the correlation between positive meaning and school effectiveness will decrease as the education level increases. (3) Teachers’ gender: the higher the proportion of male teacher is, the stronger the correlation between positive communication and school effectiveness will be. Suggestions were made based on the findings of this study to serve as reference for school principals, school educators and future researches. 1.Implement principals’ positive leadership positively to promote school effectiveness. 2.To implement positive leadership effectively, one has to start with positive relationship. 3.Put schools of the south first and keep popularizing positive leadership. 4.Promote positive leadership positively starting with secondary education. 5.Emphasize the reinforcement of positive meaning starting with elementary education. 6.Get along with the male teachers can use positive communication more often.

本研究旨在瞭解臺北市公立國中校長正向領導、教師情緒勞務與學校效能的現況，並比較不同背景變項之國中教師知覺校長正向領導、教師情緒勞務與學校效能的差異情形，最後探討國中校長正向領導、教師情緒勞務與學校效能之關係。 本研究採問卷調查法進行研究，以臺北市之公立國中正式教師為對象，共發出552份問卷，回收495份，有效問卷474份，回收有效率85.86％。調查所得資料以IBM SPSS Statistics 22.0版電腦統計套裝軟體進行描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關以及多元逐步迴歸分析等統計方法進行分析。 本研究主要發現如下： 一、臺北市公立國中教師知覺校長正向領導為中高程度，以「善用正向溝通」之知覺程度最高，「賦予正向意義」之知覺程度最低。 二、臺北市公立國中教師知覺教師情緒勞務為中高程度，以「基本的情緒表達」之知覺程度最高，「情緒多樣性程度」之知覺程度最低。 三、臺北市公立國中教師知覺學校效能為中高程度，以「教師教學成效」之知覺程度最高，「學生學習表現」之知覺程度最低。 四、就臺北市公立國中教師知覺「校長正向領導」而言，「性別」、「年齡」、「現任職務」、「服務年資」、「校長性別」、「學校規模」與「學校歷史」皆為重要之影響因素，以男性、51歲以上、擔任主任或組長、服務年資21年以上、男性校長、學校規模24班以下與學校歷史31～50年之學校教師知覺程度較高。 五、就臺北市公立國中教師知覺「教師情緒勞務」而言，「學校規模」為重要之影響因素，以學校規模49班以上之學校教師知覺程度較高。 六、就臺北市公立國中教師知覺「學校效能」而言，「性別」、「現任職務」、「校長性別」與「學校歷史」皆為重要之影響因素，以男性、擔任主任或組長、男性校長與學校歷史50年以下之學校教師知覺程度較高。 七、校長正向領導、教師情緒勞務與學校效能呈現兩兩正相關情形。 八、校長正向領導、教師情緒勞務對學校效能具有預測作用，以校長正向領導之「賦予正向意義」構面的預測力最佳。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、國中校長、教師及未來研究之參考。 / The study aims to tap into the current situation of Taipei municipal junior high schools in terms of three aspects – principal positive leadership, teacher emotional labor, and school effectiveness. It also compares and analyzes junior high school teachers’ perceptions of the three aspects considering the teachers’ different background characteristics. Most importantly, the study explores the relationships among those three aspects of the schools. In order to conduct the study, a statistical survey was carried out, with a total of 552 questionnaires distributed to Taipei municipal junior high school teachers. In the end, 495 questionnaires were returned, but only 474 were valid responses – a response rate of 85.86%. The acquired data were later processed through IBM SPSS Statistics 22.0, for performing descriptive statistics, an independent samples t-test, a one-way analysis of variance, and carrying out Pearson product-moment correlation coefficient and multiple regression analysis. The results are as follows: 1.The degree to which Taipei municipal junior high school teachers perceive principal positive leadership styles is middle-high; among the different aspects of principal positive leadership, “engaging in positive communication” is the most perceived one while the aspect of “reinforcing positive meanings” is the least perceived. 2.The degree to which Taipei municipal junior high school teachers perceive their emotional labor is middle-high; among the different aspects of teacher emotional labor, “basic emotional expression” is the most perceived one while the aspect of “the amount of variety of emotions” is the least perceived. 3.The degree to which Taipei municipal junior high school teachers perceive school effectiveness is middle-high; among the different aspects of school effectiveness, “teachers’ teaching effectiveness” is the most perceived one while the aspect of “students’ learning achievement” is the least perceived. 4.Taipei municipal junior high school teachers’ perceptions of principal positive leadership can vary greatly with the teachers’ gender, age, current positions, seniority in school, the principals’ gender, school size, and school history. 5.Taipei municipal junior high school teachers’ perceptions of their emotional labor can vary greatly with school size. 6.Taipei municipal junior high school teachers’ perceptions of school effectiveness can vary greatly with the teachers’ gender, current positions, the principals’ gender, and school history. 7.Principal positive leadership, teacher emotional labor, and school effectiveness correlate positively with each other. 8.Principal positive leadership and teacher emotional labor can be used to predict school effectiveness; the strategy of principal positive leadership – “reinforcing positive meanings” – is the best predictor. Based on the above results, the study wraps up with concrete suggestions for institutions of educational administration, principals and teachers of junior high schools, as well as future research.

摘 要 本研究旨在瞭解當前臺北市國民中學校長學習領導、教師專業發展及學校效能之現況；分析不同背景變項下，臺北市國民中學校長學習領導、教師專業發展及學校效能之差異與相關情形；探究臺北市國民中學校長學習領導、教師專業發展對於學校效能之預測情形。 本研究採用問卷調查法，並以臺北市公私立國民中學（含完全中學）之教師為研究對象，抽取46所學校，共計回收有效樣本為477份。問卷回收後分別以描述統計、獨立樣本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進行分析。根據研究結果將結論分析歸納如下： 一、國民中學教師對於校長學習領導之現況具中高度知覺。 二、國民中學教師對於教師專業發展之現況具高度知覺。 三、國民中學教師對於學校效能之現況具中高度知覺。 四、不同性別、年齡、服務年資、最高學歷與學校規模的國中教師在知覺校長學習領導上有顯著差異。 五、不同年齡與服務年資的國中教師在知覺教師專業發展上有顯著差異。 六、不同性別、現任職務、學校規模與學校性質的國中教師在知覺學校效能上有顯著差異。 七、國中校長學習領導、教師專業發展及學校效能均呈現顯著正相關。 八、校長學習領導、教師專業發展對學校效能具有預測作用；其中以「關注學生學習」向度的預測力最佳。 根據以上結論，提出具體建議，作為教育行政機關、校長、國中教育人員與未來研究之參考。 關鍵字：校長學習領導、教師專業發展、學校效能 / Abstract This study aims to investigate the current circumstances of principals’ learning leadership of junior high schools in Taipei, teacher professional development, and school effectiveness. By analyzing several background variables, the study does research on the differences and relationship among principals’ learning leadership , teacher professional development, and school effectiveness. Besides, it intends to understand the influence of principals’ learning leadership and teacher professional development on the prediction about school effectiveness. The research adopts questionnaire survey. The subjects of the survey are teachers in 46 junior high schools in Taipei, and the study contains 477 effective samples. The data was analyzed through descriptive statistics, independent sample t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regression analysis. The findings based on the results of the research are as follows: 1. The perception of the junior high school teachers toward implementation of principals’ learning leadership is moderately high. 2. The perception of the junior high school teachers toward teacher professional development is high. 3. The perception of the junior high school teachers toward school effectiveness is moderately high. 4. There are significant differences in the perception of principals’ learning leadership in terms of different genders, ages, years of service, academic background ,and the scale of school. 5. There are significant differences in the perception of teacher professional development in terms of different ages, and years of service. 6. There are significant differences in the perception of school effectiveness in terms of different genders, duty, the scale of school, and public/private schools. 7. There is a significant positive correlation among the principals’ learning leadership, teacher professional development, and school effectiveness. 8. The junior high school principals’ learning leadership and teacher professional development have positive direct effect on school effectiveness, and “paying attention to students’ learning” manifests the best prediction. According to the research findings, a few specific suggestions are proposed for the reference of education administrative units, principals, teachers of junior high schools, and research staff engaging in future research. Keywords: principals’ learning leadership, teacher s’ professional development,school effectiveness