本研究的目的瞭解國小校長轉型領導、學校組織學習及學校組織創新的關係，主要包括1.瞭解當前國小校長轉型領導、學校組織學習及學校組織創新的現況。2.分析不同校長背景、教師背景、學校背景下，國小校長轉型領導、學校組織學習及學校組織創新的差異情形。3.探討國小校長轉型領導、學校組織學習與學校組織創新之間的關係。4.檢定國小校長轉型領導、學校組織學習與學校組織創新因果關係模式之適配性。 本研究係以採用文獻分析及問卷調查法為主，利用「國民小學學校狀況調查問卷」為工具，針對台灣地區國民小學教師進行調查，總計施測1375人。使用之統計方法包括描述性統計、t 檢定及單因子變異數分析、結構方程模式進行分析。 本研究的主要結果如下： 一、國小校長在轉型領導各層面，以「激勵鼓舞」最高，而「智識啟發」最低。 二、國小在學校組織學習各層面，以「科技運用」最高，而「資訊共享」最低。 三、國小在學校組織創新各層面，以「組織氣氛」最高，而「行政管理」最低。 四、不同性別、年齡之國小校長，其轉型領導、學校組織學習、學校組織 創新無差異。 五、具「研究所」以上學歷之國小校長，其轉型領導、學校組織創新較 好，學校組織學習無差異。 六、年資五年以上，未滿十五年的國小校長，其轉型領導、學校組織學習、 學校組織創新較好。 七、不同性別之國小教師，所知覺的校長轉型領導、學校組織學習、學校 組織創新無差異。 八、50歲以上之國小教師，所知覺校長轉型領導、學校組織學習、學校組 織創新較高。 九、擔任主任或組長之國小教師，所知覺校長轉型領導、學校組織學習、學校組織創新較高。 十、不同學歷之國小教師，所知覺的校長轉型領導、學校組織學習、學校 組織創新無差異。 十一、年資25年以上之國小教師，所知覺校長轉型領導、學校組織學習、 學校組織創新較高。 十二、不同歷史的國小，校長轉型領導，學校組織學習、學校組織創新無 差異。 十三、12班以下之國小，校長轉型領導、學校組織學習、學校組織創新較 高。 十四、鄉鎮地區的國小，校長轉型領導、學校組織學習高於都市地區的國 小，但學校組織創新無差異。 十六、國小校長轉型領導透過學校組織學習而影響學校組織創新。 本研究根據研究結果，提出可供教育行政機關、校長、學校做為推動國小校長轉型領導、學校組織學習及學校組織創新之參考與建議。 / This study focuses on the multi- relationships among the three main factors: principals’ transformative leadership,organizational learning and organizational innovation at elementary schools. The researcher tries to explore: 1. the current situation in which the principals’ transformative leadership,organizational learning and organizational innovation in elementary schools as far. 2. different patterns of transformative leadership,organizational learning and organizational innovation which are based on different backgrounds of the principals,teachers and schools. 3. the possible co-relationship in between the above three main factors 4. the investigation of the fitness of thecase-effect relationships among the three variables this study: principals’ transformative leadership, the organizational learning and organizational innovation in elementary schools. This study is based on literature analysis and questionnaires. The “Investigative Questionaire of the General Situations of Elementary Schools” is the main tool in use. There are 1375 teachers participating and giving their response towards the questionnaire. Descriptive statistics,t-test ,ANOVA, Cluster analysis and structural formulas are the techniques applied in the estimation ,calculation and analysis. The main results of this study are as the following: 1. At each level of the principals’ transformative leadership, the highest effective is the “ encouraging motivation” where as the lowest being “intellectual inspiration”. 2. At levels of organizational learning, the pattern is” using technology” where as the most frequently appeared information is rare. 3. In all the levels of organizational innovation in elementary schools, highest score appears in “ organizational atmosphere” and lowest in “administrative management”. 4. Among the total transformational leadership, organizational learning and innovation, there’s a tendency that shows no distinctive difference caused by the factors such as gender and age of the principals. 5. Investigation on principals who have graduate school degrees indicate that there’s no significant difference related to their performance in transformational leadership, organizational learning and innovation. 6. The principals whose tenure or seniority are between 5 and 15 years perform better in transformative leadership, organizational learning and innovations in elementary schools. 7. School teachers of different genders don’t have distinctive difference of awareness on principals’ transformative leadership, organizational learning and innovation. 8. Teachers who are older than fifty years old have stronger awareness on principals’ transformative leadership, organizational learning and innovation in elementary schools. 9. Teachers with side jobs tend to have higher levels of awareness towards principals’ transformative leadership, organizational learning and innovation at schools. 10. There’s no significant difference in their awareness as to principals’ transformational leadership, organizational learning and innovation with respect to different educational backgrounds. 11. Teachers with teaching experience of more than 25 years have higher levels of awareness towards principals’ transformative leadership, organizational learning and innovation in the schools. 12. Schools’ history doesn’t play a major role in influencing the principals’ transformative leadership, organizational learning and innovation at schools. 13. The schools with fewer than 12 classes seem to perform better in principals’ transformative leadership, organizational learning and innovation at schools. 14. As to principals’ transformative leadership and organizational learning, the schools which are located in countryside and towns mostly perform at a normal standard whereas in organizational innovation they do as good as those city schools. 15. The principals’ transformative leadership works through organizational learning and ultimately has great impact on schools’ organizational innovation. The results gained from this study can be the useful information for educational administrators, school principals and schools when implementing principals’ transformative leadership, organizational learning and innovations at schools.

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

本研究旨在瞭解與分析學校組織變革、校長領導風格與教師抗拒變革變項間之實際關係，採用問卷調查方式對學校組織變革、校長領導風格與教師抗拒變革進行瞭解。據此，本研究之研究目的有以下： 一、瞭解國民中小學校長領導風格的現況。 二、瞭解國民中小學教師抗拒變革程度的現況。 三、探討國民中小學校長領導風格與教師抗拒變革間的關係。 四、探討國民中小學校長領導風格對教師抗拒變革的預測關係。 五、根據研究發現與結果，提出建議供相關機構與成員參考。 本研究以自編之「校長領導風格與教師變革認知概念轉化問卷」作為資料蒐集之主要工具，並以台北縣市與基隆市公立國民中學與公立國民小學760為教師為研究樣本，有效回收問卷共計541份。經t考驗、變異數分析、Pearson積差相關及逐步迴歸分析等統計方法進行資料處理後獲致以下研究結論： 一、教師背景變項與教師知覺校長轉型領導風格方面：（一）不同性別、在校職務、學校類別與組織變革關注焦點之教師，知覺整體校長轉型領導風格具有顯著差異；（二）不同年齡、最高學歷、服務年資與學校規模之教師，知覺整體校長轉型領導風格及各層面上無顯著差異。 二、教師背景變項與教師知覺校長互易領導風格方面：（一）不同性別、在校職務、學校類別與組織變革關注焦點之教師，知覺整體校長互易領導風格及各個層面上具有顯著差異；（二）不同年齡、最高學歷、服務年資與學校規模之教師，知覺整體校長互易領導風格無顯著差異。 三、教師背景變項與教師知覺變革認知概念轉化方面：（一）不同在校職務、學校類別與組織變革關注焦點之教師，知覺整體變革認知概念轉化具有顯著差異；（二）不同性別、年齡、最高學歷、服務年資、學校規模之教師，知覺整體變革認知概念轉化無顯著差異。 四、教師知覺校長領導風格、教師組織變革關注焦點與教師知覺變革認知概念轉化的關係方面：（一）教師知覺整體校長轉型領導風格及各層面與整體變革認知概念轉化及各層面間具有顯著正相關；（二）教師知覺整體校長互易領導風格及各層面與整體變革認知概念轉化及各層面間具有顯著正相關；（三）教師整體組織變革關注焦點及各層面與整體變革認知概念轉化及各層面間具有顯著正相關。 五、教師知覺校長領導風格預測教師知覺變革認知概念轉化的關係方面：整體校長轉型領導風格、整體校長互易領導風格與整體教師組織變革關注焦點對教師整體變革認知概念轉化具有顯著預測力。 根據以上研究結論，提出以下研究建議： 一、對教育行政主管機關的建議：（一）應適度擴充師資培育制度中學校行政相關課程之內涵，以增進初任教師對於學校組織運作之瞭解；（二）校長的領導風格並非絕對，應給予校長在工作上更多的尊重與協助；（三）應給予教師在學校組織變革計畫與執行上更多參與的機會；（四）應給予國民中學與教師在學校組織變革的過程中更多的協助。 二、對國民中小學校長的建議：（一）在推動學校組織變革時應增加與教師溝通互動的機會；（二）應妥善運用領導技巧來推動學校組織變革；（三）應重視學校組織運作在各層面上的公平性。 三、對國民中小學教師的建議：（一）應主動參與相關變革計畫的擬定與執行；（二）應利用機會發表自己對於學校組織變革的意見，多與校長接觸並藉此擴大對學校組織變革的認知能力；（三）教師應給予學校行政單位更多的支持與鼓勵。 四、對後續研究的建議：（一）研究對象上，後續研究或可從擴大抽樣範圍著手，以提高研究結果的適用性；（二）研究方法上，後續研究亦可從質化研究的領域著手，對學校組織變革進行實際觀察與瞭解，以歸結教師抗拒變革的成因與內涵，並謀求化解之道。 / The study focuses on the relation among school organizational change, principal's leadership style and teacher's resistance to change. Purposes of this research are as follow: I. To realize principals' leadership styles in elementary and junior high schools. II. To realize how teachers resist change in elementary and junior high schools. III. To study the relation between principal's leadership style and teacher's resistance to change in elementary and junior high schools. IV. To study how principal leadership styles relate to teacher's resistance to change. The inventory of "Questionnaire of the Relation between Principal's Leadership Style and Teacher's Resistance to Change" was sent to 760 teachers in elementary and junior high schools in Taipei County, Taipei City and Keelung City and 541 valid questionnaires were returned. Statistical methods such as t-test, one-way ANOVA, product-moment correlation and stepwise regression with forward selection were adapted to data analysis. Major findings include the following: I. The relation between teacher's background and one's sense of principal transformational leadership are as follow. A. There is difference for teachers to sense principal's transformational leadership style in terms of sex, school position, elementary and junior high schools and their sense to organizational change. B. There is no difference among teachers in terms of age, academic background, work experience and school scale. II. The relation between teacher's background and one's sense of principal transactional leadership include the following. A. There is difference for teachers to sense principal's transactional leadership style in terms of sex, school position, elementary and junior high schools, and their sense to organizational change. B. There is no difference among teachers in terms of age, academic background, work experience and school scale. III. The relation between teacher's background and one's acceptance of change are below. A. There is difference in terms of school position, elementary and junior high schools and one's sense of organizational change. B. There is no difference in terms of sex, age, academic background, work experience and school scale. IV. The relation among teacher's sense of principal's leadership style, teacher's sense of organizational change and one's acceptance of organizational change are the following. A. There is difference between teacher's sense and acceptance of principal's transformational leadership style. B. There is difference between teacher's sense and acceptance of principal's transactional leadership style. C. There is difference between teacher's sense and acceptance of organizational change. V. There is difference among teacher's acceptance of principal's transformational leadership style, principal's transactional leadership style and one's sense of organizational change.

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.

本研究旨在探討新北市國民小學校長分布式領導與學校創新經營之關係。研究採用調查研究法，以新北市公立國民小學教師為對象，共發出638份問卷，共獲得有效問卷525份，有效問卷回收率為82.29％。正式問卷回收之後，分別以描述統計、t考驗、單因子單變量變異數分析、皮爾森積差相關及多元逐步迴歸分析等統計方式對回收資料進行分析。 本研究獲得以下八項結論： 一、國民小學校長分布式領導之現況表現在中上水準，且以「建構清楚的願景與目標」構面表現較突出。 二、學校組織創新之現況表現在中上水準，其中以「學習活動創新」構面表現較突出。 三、教師個人不同背景變項對校長分布式領導在「年齡」 與 「職務」方面有差異，其餘無差異。 四、教師個人不同背景變項對學校組織創新在「年齡」 與 「職務」方面有差異，其餘無差異。 五、學校環境背景變項對校長分布式領導在「學校規模」 與「學校歷史」方面均有差異。 六、學校環境變項對學校組織創新在「學校歷史」方面有差異，「學校規模」方面無差異。 七、校長分布式領導與學校組織創新之間具有顯著正相關，校長分布式領導表現愈強，學校組織創新之特性愈強。 八、校長分布式領導與學校組織創新之間具有顯著預測力。 本研究分別就實務應用及未來研究兩方面提出如下建議： 一、實務應用方面 (一) 對教育行政主管機關之建議 1.宣導分布式領導理念，辦理相關校長及行政人員研習活動，期國民小學校長落實分布式領導，以激勵學校發展。 2.鼓勵學校創新經營，辦理研習進修活動，期許教師課程教學創新，創新學生學習活動。 3.辦理行政人員研習進修活動，以期管理服務創新。 (二) 對學校校長的建議 1.善用分布式領導，鼓勵同仁發揮專長，共同承擔領導責任發展相互依存之學校領導。 2.定期調整職務，其學校同仁有機會對不同職務有所體認，並提生教師領導能力，以增進學校效能。 3.努力營造信任的學校文化，加強校內溝通，並鼓勵教師參與校務決策，並有效協調家長及社區意見，以營造信任的學校文化。 二、未來研究方面： 本研究分別就研究對象、研究變項、研究方法，對未來研究提出建議。

本研究旨在瞭解桃園縣國民小學校長正向領導與學校組織衝突之影響，研究方法為問卷調查法，研究對象為桃園國民小學校長、主任與組長，共發出400份問卷，有效問卷計335份，可用率達83.75%，問卷回收後分別以描述性統計、t考驗、單因子變異數分析、Pearson積差相關、結構方程模式等統計方法進行研究。根據研究結果與分析後歸納之結論如下： 一、桃園縣國民小學校長正向領導表現為高程度，其中以「營造正向氣氛」 之知覺程度最高，「賦予正向意義」之知覺程度最低。 二、桃園縣學校行政人員知覺學校組織衝突為中低程度，其中以「角色溝通」 之知覺程度最高，「期望目標」之知覺程度最低。 三、桃園縣國民小學以擔任校長職務者知覺「校長正向領導」的程度較高。 四、桃園縣國民小學以擔任主任與組長職務者、學校規模在13-24班與49班 (含)以上之學校行政人員知覺「學校組織衝突」的程度較高。 五、校長正向領導與學校組織衝突有顯著之負相關，校長正向領導程度愈高， 則學校組織衝突知覺程度則愈低。 六、不同程度之國民小學校長正向領導在學校組織衝突上有顯著之差異。 七、校長正向領導與學校組織衝突結構方程模式之適配度與影響力良好。 最後，本研究根據研究結果，提出相關建議，俾提供教育行政機關、國民小學校長們以及後續研究參考。

本研究主要目的在於： 一、 探究學校行政人員是否為高情緒勞務工作者 二、 瞭解情緒勞務構面與行政人員各背景變項的關係 三、 探討情緒勞務構面與工作滿意的關係 四、 分析情緒勞務構面與學校組織文化類型的關係 五、 瞭解學校組織文化類型與工作滿意的關係 最後根據研究結果之分析、討論，提出具體建議，做為教育主管機關、學校領導者、行政人員及未來研究者之參考。 依研究之需要，本研究編製「情緒勞務負擔量表」、「學校組織文化量表」及「工作滿意量表」等三種研究工具。以臺北市公立國民中學行政人員為問卷調查對象。共抽取47所國民中學，705名行政人員為施測樣本。自95年5月12日發出正式問卷705份 ，至95年5月25 日止，共回收問卷537份，可用問卷為518份，問卷回收率為76.2%，可用率為73.5%。最後運用描述性統計、皮爾森積差相關、單因子變異數分析及逐步多元迴歸等方法進行統計分析： 本研究之重要發現如下： 一、 臺北市國民中學行政人員屬於「高」情緒勞務工作者。 二、 國民中學行政人員的「情緒勞務」在性別、擔任職務方面有顯著的差異。 三、 各類型學校組織文化在年齡方面有顯著的差異。 四、 國民中學行政人員的「工作滿意」在年齡、擔任職務、行政年資及學歷方面均有顯著的差異。 五、 國民中學行政人員的「情緒勞務負擔」與「工作滿意」有顯著的正相關。 六、 各類型的學校組織文化與行政人員的「情緒勞務負擔」均有顯著的正相關。 七、 各類型學校組織文化與行政人員的「工作滿意」均有顯著的正相關。 八、 「創造型組織文化」、「科層型組織文化-責任歸屬型」、「支持型組織文化」、「基本的情緒表達」、「表層的情緒控制」與「深層的情緒偽裝」具有預測行政人員「工作滿意」之功能。 關鍵詞：情緒勞務、學校組織文化、工作滿意 / The main purposes of research are: 六、 To see if school administrators are high emotional labor. 七、 To exam the background factors affecting school administrators’ emotional labor. 八、 To investigate the relationship between school administrators’ emotional labor and their job satisfaction. 九、 To analyze the relationship between school administrators’ emotional labor and the school organization culture. 十、 To probe into the relationship between school organization culture and the job satisfaction. Finally, according to analysis discussion, the concrete suggestion will be proposed to educate the controlling organization, school leaders, administrators and the future researcher. According to the need of research, it is established three kinds of research tools such as emotional labor questionnaire, school organization culture questionnaire and job satisfaction questionnaire. The survey focuses on Taipei junior high school administrators which extract 47 junior high schools about 705 administrators for the sample. On May 12, 2006 705 official questionnaires were sent out and 537 questionnaires were collected on May 25. There are 518 available questionnaires. The questionnaire returns-ratio is 76.2% and the availability is 73.5%. The date is statistically analyzed by descriptive statistics, Pearson product-moment Correlations, one-way ANOVA and regression analysis. The important discovery of this research is as follows. 1. The administrators of Taipei junior high school tend to high emotional labor workers. 2. There is significant effect on sex and the post of the duty on Emotional labor of the administrators. 3. There is significant effect on age in all kinds of school organization culture. 4. Job satisfaction of the administrators had significant effect on age, the post of the duty, Administrative period of service, and the degree of education. 5. The job satisfaction of administrators had significant and positive correlation in Emotional labor. 6. The emotional labor of administrators had significant and positive correlation in all kinds of school organization culture. 7. The job satisfaction of administrators had significant positive correlation in all kinds of school organization culture. 8. Innovative organization culture, Bureaucratic organization culture-responsibility, supportive organization culture, basic emotional expresses, surface emotional control and depth emotional camouflage had functioned to forecast administrators’ emotional labor.

本研究旨在探討台北市國民中學校長策略領導與學校組織執行力之現況，並分別針對不同教育人員個人背景變項和學校環境變項在校長策略領導與學校組織執行力的差異情形加以探討；其次，分析兩者之關係；最後針對校長策略領導對學校組織執行力之預測分析。本研究採問卷調查法，經分層比例隨機抽樣再經由立意抽樣，以台北市32所國民中學，670位教師為調查對象，回收樣本523 位，以自編「國民中學校長策略領導與學校組織執行力調查問卷」為工具進行調查，以SPSS12.0版統計套裝軟體進行資料分析，樣本資料以描述性統計、獨立樣本t考驗、單因子變異數分析及事後多重比較之薛費法、皮爾遜積差相關以及逐步多元迴歸分析等統計方法處理：依據資料分析結果，本研究獲致結論如下： 一、台北市國民中學校長策略領導整體及各構面的表現屬「良好程度」，其中以「策略執行」表現最佳得分最高，其次為「領導變革」。 二、台北市國民中學學校組織執行力整體的表現屬「良好程度」，其中以「學校顧客」表現最佳得分最高，其次為「學校營運」。 三、不同學歷、擔任職務、學校規模與學校歷史之國民中學教師，在知覺校長策略領導上均有顯著差異。 四、不同性別、擔任職務、學校規模之國民中學教師，在知覺學校組織執行力上均有顯著差異。 五、台北市國民中學校長策略領導與學校組織執行力之間存在正相關。 六、台北市國民中學校長策略領導對學校組織執行力具可預測力，其中又以「策略執行」最大預測效果。 最後，本研究依據研究結果提出建議，供教育行政機關、校長以及未來研究之參考。 關鍵詞: 校長策略領導、學校組織執行力 / This research aims to study the current situations of school principals’ strategic leadership, organizational execution of the schools, especially in the junior high schools in Taipei City. The school principals’ different personal background and dissimilar environments of different schools are dissected while analyzing the relationship among the two. Moreover, the predictability of the two is examined respectively. The questionnaire investigation of this research adopts stratified random sampling method, and the subjects of the investigation are the teachers in the junior high schools in Taipei City. Questionnaires are distributed to 670 educational personnel in 32 schools, and 523 of which are collected. And the questionnaire was “The school principal’s strategic leadership and organizational execution of the schools questionnaire in the junior high schools”. The questionnaire used in the investigation is self-designed and the collected data and statistics are compiled by exercising SPSS for window 12.0. The acquired data are described, analyzed and discussed by using descriptive statistic, t-Test, One-way ANOVA, Scheffé Method, Pearson product-moment correlation, multiple stepwise regression analysis, and the findings are as the following. 1. The junior high schools teachers scored average in the perception to the school principal’s strategic leadership, and the highest score was in “strategy implementation”, the second was in “change leadership”. 2.The junior high schools teachers scored average in the perception to the organizational execution of the schools, and the highest score was in “school customer”, the second was in “school operation”. 3.There were significant differences of the perception of junior high school teachers in school principal’s strategic leadership among educational level, position, service duration, school scale and history. 4.There were significant differences of the perception of junior high school teachers in organizational execution of the schools among gender, position, school scale. 5.There was a high positive relationship between school principal’s strategic leadership and organizational execution of the schools in the junior high schools in Taipei City. 6.School principals’ strategic leadership has predictability in organizational execution of the schools in the junior high schools in Taipei City, especially the “strategy implementation”. At last, according to the results of the research, I’ve made some suggestions, hoping to provide reference materials for educational administrative organizations, school principals and other researchers in this field. Keyword: school principal’s strategic leadership, organizational execution of the schools

二十一世紀是一個環境變遷快速的時代，組織必須隨時掌握外部環境與內部環境的變化，以快速回度環境與市場需求，維持其競爭優勢。因此，本研究主要目的即以動態能耐觀點為基礎，發展適用於學校組織動態能耐評量工具，進而以之做為評估學校組織動態能耐之工具，並對國內之高級中學與高級職業學校進行調查，以瞭解當前高中職之現況，並提出結論與建議。 在量表發展上，本研究以文獻分析與德懷術進行指標建構，完成後並以信度分析、探索性因素分析及二階驗證性因素分析來檢證其信度與效度。最後發展而成之量表共計七個層面，分別為行政整合、定位、科技應用、學習、創新、知識管理與策略彈性。研究結果顯示本研究所發展之「高中職動態能耐量表」具有良好之信度與效度，可做為高中職之動態能耐評量工具。在高中職之動態能耐現況部分，則採用調查研究法在進行，分層隨機抽取60所公私立高級中學及高級職業學校，共寄出996份問卷，回收有效問卷為690份。調查結果以t考驗、變異數分析等統計方法進行資料處理。 本研究之主要發現有以下幾點： 一、高中職動態能耐量表具有良好之信度與效度，且可由七個層面47個細項指標加以評量； 二、高級中學與高級職業學校之動態能耐沒有顯著差異； 三、私立學校之動態能耐高於公立學校，在「位置」、「知識管理」與「策略彈性」等三個層面之差異達統計顯著水準； 四、成立歷史較悠久之學校具有較佳之動態能耐。； 五、規模太小之學校其動態能耐偏低，競爭優勢不如規模較大之學校； 六、偏遠地區之學校其動態能耐明顯低於都市與鄉鎮地區之學校； 七、男性學校教育人員之動態能耐知覺明顯高於女性學校教育人員； 八、年齡較大之學校教育人員其動態能耐知覺顯著高於年齡較小者； 九、擔任行政職務之學校教育人員其動態能耐知覺高於一般學校教育人員； 十、不同教育程度之學校教育人員其動態能耐之看法沒有顯著差異； 十一、資深之學校教育人員其動態能耐知覺程度明顯高於資淺之學校教育人員； 十二、高中職在「科技應用」層面之表現最佳，而在「知識管理」層面之表現則有待改善。 根據以上之研究結果，本研究提出以下建議，以供未來量表應用、在教育行政機關決策、學校運作與未來研究時之參考： 一、對學校組織動態能耐量表應用之建議 1.應善用動態能耐量表做為組織進步之學校營運引導指標。 2.應進一步確認量表與模式之適當性。 二、對教育主管機關之建議 1.應隨時監控大環境之變化，擬定適當之政策並快速將訊息傳達給學校單位。 2.應致力降低偏遠地區學校與都市、鄉鎮學校之差距。 3.應適度調整公立學校與私立學校之教育資源分配，以使學生享有平等之教育資源。 三、對高級中學與高級職業學校之建議 1.應建立完善之資訊蒐集系統，以強化學校之動態能耐。 2.應增加學校成員參與行政事務之機會。 3.應加強行銷策略，以增進學校信譽資產之優勢。 4.應定時檢視學校之優勢與劣勢，以避免核心僵固的情況發生。 5.應建立學校之知識管理分享文化，以增進創新之能量。 6.應設法留住優秀與經驗豐富之學校教育人員。 四、對未來研究之建議 1.就研究對象方面，可擴大研究對象。 2.就量表施測方面，應佐以相關客觀資料與專家學者之評比進行結果分析。 3.就研究方法方面，在專家意見整合方面可改用焦點團體法或腦力激盪法；在意見調查方面可兼採質化方法。 4.就研究工具方面，可進一步進行量表之修正與驗證。 5.就研究內容方面，可研究動態能耐與其他變項之關係。 / The dynamic capabilities approach is promising in terms of future research potential and as an aid to management endeavoring to gain competitive advantage in increasingly demanding environment. Dynamic capabilities identifying new opportunities and help organizations organize effectively and efficiently in regimes of rapid environments changes. The term ‘dynamic’ refers to the capacity to renew competences so as to achieve congruence with the changing outer environment; the term ‘capabilities’ emphasizes the abilities in appropriately adapting, integrating, and reconfiguring internal and external organizational skills, resources ,and functional competences to make the requirements of a rapidly changing environment. The purpose of this study was to develop an inventory of dynamic capabilities that apply to the senior high schools and senior vocational schools in Taiwan. This research was conducted under two processes. At first, the fundamental indicators of the inventory were constructed under the groundwork of literature review and Delphi method. The inventory was examined with several statistical methods such as reliability analysis, exploratory factor analysis and confirmatory factor analysis. The result showed that the self-constructed dynamic capabilities inventory was with good reliability and validity. Secondly, the inventory was sent to 996 senior high schools’ personnel in Taiwan and 690 valid questionnaires were returned and analyzed by SPSS For Windows 12.0 version at .05 significant level. Statistical method such as descriptive statistics, t-test and one-way ANOVA were adapted to data analysis. Major findings include the following： 1. The dynamic capabilities inventory that constructed by researcher is with fine reliability and validity and could measure schools’ dynamic capabilities with seven dimensions. 2. There is no difference between the dynamic capabilities of senior high schools and senior vocational schools. 3. The dynamic capabilities of the private schools are significantly higher that the public schools. 4. Schools that with longer history have greater dynamic capabilities. 5. The small- scoped schools have less dynamic capabilities. 6. Schools that located in remote area have less dynamic capabilities than the schools located in the city. 7. The perception of dynamic capabilities of male school personnel is significantly higher that the female school personnel. 8. Elder personnel have higher perception of dynamic capabilities than the younger personnel. 9. Personnel serve in administration sections have higher perception of dynamic capabilities than the personnel who are not served in administrative sections. 10. Educational background is not a decisive element to the perception of dynamic capabilities. 11. The senior school personnel have higher perception of dynamic capabilities. Based on the findings, several recommendations were made for the application of DCI-S, for the superior authorities, for the senior high/vocational schools as well as for further research.

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.