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.

校長正向領導與學校組織學習是影響教師創新教學的重要因素。本研究旨在了解高級中學校長正向領導、學校組織學習與教師創新教學的現況及差異情形，並探討上述三者的相關情形。 本研究方法為文獻分析與問卷調查法。研究對象為新北市、桃園縣、新竹縣、苗栗縣、新竹市之97所高級中學教師，有效樣本共855份。問卷回收後分別以敘述統計、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、高級中學教師對校長正向領導之現況知覺良好。 二、高級中學教師對學校組織學習之現況知覺良好。 三、高級中學教師對教師創新教學之現況知覺良好。 四、校長正向領導與學校組織學習間具有顯著正相關。 五、校長正向領導與教師創新教學間具有顯著正相關。 六、學校組織學習與教師創新教學間具有顯著正相關。 七、校長正向領導與學校組織學習對於教師創新教學有正向預測力。 本研究根據以上結論，提出幾點建議提供教育行政單位、高級中學校長、教師與未來相關研究作參考。 關鍵字: 校長正向領導、學校組織學習、教師創新教學 / Principals’ positive leadership and school organizational learning are the important factors of innovative teaching of teachers. This study aims to investigate the current situations and circumstances of senior high school principals’ positive leadership, school organizational learning and innovative teaching of teachers. The purpose of this study is to understand the current situation and the relationships among the positive leadership of principals, school organizational learning and innovative teaching of teachers. The research methods included literature review and questionnaire survey. The subjects of the survey were teachers in 97 senior high schools across New Taipei City, Taoyuan County, Hsinchu County, Miaoli County and Hsinchu City. The study issued a total of 855 valid questionnaires. The data was analyzed by factor analysis, reliability analysis, descriptive statistics, independent sample t-test, one-way ANOVA, Pearson Product-moment correlation, multiple regression analysis. The findings based on the results of the research are as follows: 1. The perception of the senior high school teachers toward the principals’ implement positive leadership is good. 2. The perception of the senior high school teachers toward school organizational learning is good. 3. The perception of the senior high school teachers toward the innovative teaching of teachers is good. 4. There is a significant positive correlation between the senior high school principals’ positive leadership and school organizational learning. 5. There is a significant positive correlation between the senior high school principals’ positive leadership and innovative teaching of teachers. 6. There is a significant positive correlation between the senior high school organizational learning and innovative teaching of teachers. 7. The senior high school principals’ positive leadership and school organizational learning have positive direct effect on the innovative teaching of teachers. According to the research findings, some suggestions are proposed for the reference of education administrative units, senior high school principals and teachers, and research staff engaged in future related researches. Keywords：principals’ positive leadership, school organizational learning, innovative teaching of teachers

本研究旨在瞭解新竹市國民小學校長知識領導、學校組織學習與教師組 織公民行為之現況，並分析不同背景變項之教師在知覺校長知識領導、學校組織學習與教師組織公民行為之差異情形，且探討三者之間的關係，最後藉由校長知識領導與學校組織學習對教師組織公民行為進行預測。 本研究採調查研究法，共計抽樣 29 所學校，發出 685 份問卷，回收 484份有效問卷，問卷有效率達 70.66%。資料處理分別以描述性統計、獨立樣本 t 檢定、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸分析等統計方式進行統計分析。 本研究獲致以下之結論： 一、新竹市國民小學教師知覺校長知識領導為高程度，以「充實領導知能」之知覺程度為最高，「展現創新行動」之知覺程度相對較低。 二、新竹市國民小學教師知覺學校組織學習為中高程度，以「系統思考」之知覺程度為最高，「溝通對話」之知覺程度相對較低。 三、新竹市國民小學教師有中高程度之教師組織公民行為表現，以「利他人行為」之表現為最高，「利組織行為」之表現相對較低。 四、新竹市國民小學教師，因其年齡、服務年資、學校規模與學校歷史之不同，而有不同的校長知識領導知覺感受，以 30 歲以下、服務年資 10 年（含）以下、學校規模 15 班以下與學校歷史 40 年以下、61 年以上之教師知覺程度較高。 五、新竹市國民小學教師，因其年齡、服務年資、教育程度與擔任職務之不同，而有不同的學校組織學習感受，以 31 至 40 歲、服務年資 10 年（含）以下、研究所以上學歷與擔任主任之教師知覺程度較高。新竹市國民小學教師，因其年齡、服務年資、教育程度與擔任職務之不同，而表現出不同程度的教師組織公民行為，以 30 歲（含）以下、服務年資 10 年（含）以下、研究所以上學歷與擔任級任教師之教師表現程度較高。 六、新竹市國民小學校長知識領導、學校組織學習與教師組織公民行為的知覺及各分層面，彼此之間具有正相關。 七、新竹市國民小學校長知識領導對教師組織公民行為具有預測作用，以「展現創新行動」的預測力最佳。 八、新竹市國民小學學校組織學習對教師組織公民行為具有預測作用，以「團隊學習」的預測力最佳。 九、新竹市國民小學校長知識領導、學校組織學習對教師組織公民行為具有預測作用，以「團隊學習」的預測力最佳。 最後依據研究結果與結論，提出具體建議，以供教育行政機關、學校校 長與教師以及未來研究的參考。