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.

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.

本研究旨在探討國民中學校長課程領導策略對學校組織文化塑造之影響情形。希望藉由理論探討與實徵研究結果，提出建議作為校長推動課程領導與發展優質學校組織文化的參考。 本研究使用方法包括文獻探討與問卷調查。文獻分析的目的乃在於探討校長課程領導策略與學校組織文化塑造以架構研究的理論基礎。問卷調查方面，以基隆市16所國中的16名校長及370名教師為調查對象，有效回收校長問卷16份、教師問卷342份，問卷回收整理後分別以描述性統計、t考驗、變異數分析、多元逐步迴歸分析及線性結構模式分析探討。 本研究之主要研究發現如下： 一、國中校長課程領導策略及學校組織文化塑造的指標、內涵及其現況： （一）校長課程領導策略包括自我超越、改善心智模式、建立共同願景、團隊學習、系統思考等五個向度；校長問卷結果，其整體、分向度得分均佳，其中以改善心智模式得分最高。教師問卷結果，其整體、分向度得分均尚佳，其中以改善心智模式得分最高。 （二）學校組織文化塑造包括基本假定、共同價值觀、共同行為模式、象徵性活動等四個向度；校長問卷結果，其整體、分向度得分均佳，其中以共同價值觀得分最高。教師問卷結果，其整體、分向度得分均尚佳，其中以基本假定得分最高。 二、不同背景變項在校長課程領導策略及學校組織文化塑造之差異情形： （一）不同背景變項在校長課程領導策略的得分方面：校長問卷結果發現，在性別、學校歷史有顯著差異，但年齡、學歷、本校服務年資、學校規模及學校區域沒有顯著差異。教師問卷結果發現，在性別、年齡、本校服務年資、現任職務、學校歷史、學校規模及學校區域有顯著差異，但學歷沒有顯著差異。 （二）不同背景變項在學校組織文化塑造的得分方面：校長問卷結果發現，在性別及學校規模有顯著差異，年齡、本校服務年資、學校歷史、學校規模及學校區域沒有顯著差異。教師問卷結果發現，，在性別、年齡、本校服務年資、現任職務、學校歷史、學校規模及學校區域有顯著差異，但學歷沒有顯著差異。 三、校長課程領導策略各向度對於學校組織文化塑造的預測情形： 校長課程領導策略之系統思考、改善心智模式及建立共同願景對整體學校組織文化塑造有顯著的預測力。 四、校長課程領導策略各向度對學校組織文化塑造的互動模式 各項適配度指標佳，前因變項（校長課程領導策略）對後果變項（學校組織文化塑造）具有顯著的影響力。 最後，本研究根據研究的發現提出相關建議，俾供教育行政機關、校長培育中心、國民中學校長及後續研究者參考。 關鍵字：國民中學 課程領導 學校組織文化 / The purpose of this study was to investigate the impact of principal’s curriculum leadership strategies into the school organization culture molding in junior high schools. Through the related theoretic analysis and the result of empirical study, it offers some suggestions for principals to promote curriculum leadership and develop the high-quality school organizational culture. The study included literature analysis and survey method with a questionnaire. The purpose of literature analysis was aimed to explore the principal’s curriculum leadership strategies and school organization culture molding. In questionnaire aspect, the subjects included 16 principals and 370 teachers from 16 public junior high school in Keelung city. There were 16 valid questionnaires from principals and 342 questionnaires from teachers were compiled. The collected data were analyzed by descriptive statistics, t-test, ANOVA, multiple regression and LISREL model. The study finds the following results : A.In the aspects of principal’s curriculum leadership strategies : 1.The principal’s curriculum leadership strategies include five parts : (1)personal mastery, (2)improving mental models, (3)building shared vision, (4) team learning, (5)systems thinking. The perception of principals and teachers were above average agreement of the five parts. For principals, the best dimension is “improving mental models”. For teachers, the best dimension is “improving mental models”,too. 2.Principal’s sexual and school’s history have significant influences on principal’s curriculum leadership strategies. But principal’s age, highest educational degree, years of service, school’s size, and school’s district do not have any significant influences. 3.Teacher’s sexual, teacher’s age, years of service, position of service, school’s history, school’s size, and school’s district have significant influences. But teacher’s highest educational degree does not have any significant influences. B.In the aspects of school organization culture molding : 1.The school organization culture molding include four parts : (1)basic assumption, (2)peer value, (3)common behavior pattern, (4)symbol activity. The perception of principals and teachers were above average agreement of the four parts. For principals, the best dimension is “peer value”. For teachers, the best dimension is “basic assumption”. 2.Principal’s sexual and school’s size have significant influences on school organization culture molding. But principal’s age, highest educational degree, years of service, school’s history, and school’s district do not have any significant influences. 3.Teacher’s sexual, teacher’s age, years of service, position of service, school’s history, school’s size, and school’s district have significant influences. But teacher’s highest educational degree does not have any significant influences. C.In the aspect of relationships between principal’s curriculum leadership strategies and school organization culture molding : 1.There was positive correlation and regression existed between principal’s curriculum leadership strategies and school organization culture molding. 2.Principal’s curriculum leadership strategies did promote school organization culture molding. In the last part, the researcher, based on the findings, proposed some suggestions for authorities of educational administration , the school leadership academy, the junior high school’s principals, and the future researchers. Key words: junior high school, curriculum leadership, school organization culture

本研究旨在探討桃園縣、新竹縣、新竹市與苗栗縣國民中學校長策略領導、學校組織文化與學校創新經營效能之現況，並分別針對不同校長個人背景變項和學校環境變項在校長策略領導、學校組織文化與學校創新經營效能的差異加以探討；其次，分析三者之關係；最後則針對其預測力進行檢證。 本研究採問卷調查法，經分層比例抽樣選取桃園縣、新竹縣、新竹市與苗栗縣國民中學之學校主任、組長、導師與專任教師為調查分析的對象，抽樣調查42所學校共500位教育人員，回收樣本495 位。以自編「國民中學校長策略領導、學校組織文化與學校創新經營效能調查問卷」為工具進行調查，調查所得的資料則以社會科學統計套裝軟體（SPSS for window 17.0 中文版）進行統計，調查所得的資料分別進行描述與推論統計，包括：描述性統計、t考驗、單因子變異數分析、Scheffé事後分析、皮爾遜積差相關、多元逐步回歸分析等統計方法進行後續分析與討論後，獲致以下研究結論： 一、 桃園縣、新竹縣、新竹市及苗栗縣國民中學教師對策略領導、學校 組織文化及學校創新經營效能之運作現況的 知覺屬於程度良好， 其中以「策略思維」、「科層型文化」及「學生活動創新效能」層 面的表現最佳，而「轉化願景」、「創新型文化」及「校園環境創 新能」層面較差。 二、 桃園縣、新竹縣、新竹市及苗栗縣國民中學不同校長性別在校長策 略領導、學校組織文化與學校創新經營效能上具有顯著差異。 三、 不同校長年齡在校長學校組織文化具有顯著差異。而在校長策略領 導與學校創新經營效能上則無顯著差異。 四、 不同校長在校年資在校長策略領導整體及各層面具有顯著差異，而 學校組織文化與學校創新經營未具有顯著差異。 五、 不同校長總年資在校長策略領導、學校組織文化與學校創新經營效 能上具有顯著差異。 六、 不同學校所在地在校長策略領導、學校組織文化與學校創新經營效 能上具有顯著差異。 七、 不同學校歷史在校長策略領導、學校組織文化與學校創新經營效能 之「行政管理創新效能」、「校園環境創新效能」及「社會資源運用 創新效能」方面上具有顯著差異。 八、 不同學校規模在學校組織文化之「創新型文化」層面與學校創新經 營效能上具有顯著差異。而校長策略領導則無顯著差異。 九、 桃園縣、新竹縣、新竹市及苗栗縣國民中學校長策略領導、學校組 織文化與學校創新經營效能三者之間有密切的正相關。 十、 校長策略領導與學校組織文化對學校創新經營效能整體具有預測力 其中以「創新型文化」、「轉化願景」、「引領變革」與層面最具 預測力。 十一、校長策略領導與學校組織文化各層面對整體學校創新經營效能各 層面具有預測力。 最後，依據研究結果，提出具體建議，俾供教育行政機關、校長以及後續研 究者之參考。 關鍵詞: 校長策略領導、學校組織文化、學校創新經營效能 / This research aims to study the current situations of school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools, especially in the junior high schools in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County. The school principals’ different personal backgroud and dissimilar environments of different schools are dissected while analyzing the relationship among the three. Moreover, the predictability of the three is examined respestively. The questionnaire investigation of this research adopts stratified random sampling method, and the subjects of the investigation are the school deans, section chiefs, homeroom teachers and subject teachers in the junior high schools in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County. Questionnaires are distributed to 500 educational personnel in 42 schools, and 495 of which are collected. The questionnaire used in the investigation is self-designed and the collected data and statistics are compiled by exercising SPSS for window 17.0. The acquired data are described, analyzed and discussed by using descriptive statistic, t-Test, One-way ANOVA, Scheffé Method, Pearson product-moment correlation, multiple regression analysis, and the findings are as the following. I. The junior high school teachers in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County are well aware of the situations of their school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools, especially in the aspects of ‘Tactic Thinking’, ‘Bureaucratic Culture’, and ‘Efficacy of Innovative Student Activities.’ Yet, the teachers don’t realize much about the aspects of ‘Prospect of Transformation’, ‘Innovative Culture’ and ‘Efficacy of Innovative School Environment.’ II. The gender difference of the school principals leads to obvious differences in school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County. III. The age difference of the school principals leads to obvious differences in the organizational cultrue of the schools. Rather, it makes no evidence differences in the school principals’ strategic leadership and the efficacy of the innovative management in the schools. IV. The difference in the years of working experence in the schools of the school principals leads to obvious differences in school principals’ strategic leadership. Rather, it makes no evidence differences in the organizational cultrue of the schools, and the efficacy of the innovative management in the schools. V. The difference in the total years of working experience of the school principals leads to obvious differences in school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools. VI. The difference in the location of the schools leads to obvious differences in school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools. VII. The difference in the history of the schools leads to obvious differences in school principals’ strategic leadership, organizational cultrue of the schools, and ‘Efficacy of Administrative Management’, ‘Efficacy of Innovative School Environment’ and ‘Efficacy of Application of Innovative Social Resources’ of the efficacy of the innovative management in the schools. VIII. The difference in the scale of the school leads to obvious differences in the efficacy of the innovative management in the schools, and ‘Innovative Culture’ in organizational cultrue of the schools. Rather, it makes no evidence difference in the school principals’ strategic leadership IX. There is a highly positive correlation among school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County. X. School principals’ strategic leadership, and organizational cultrue of the schools have predictability in the overall efficacy of the innovative management in the schools, especially in the aspects of ‘Innovative Culture’, ‘Prospect of Transformation’, and ‘Leading Reformation.’ XI. School principals’ strategic leadership, and organizational culture of the schools have predictability in different perspectives of the efficacy of the innovative management in the schools. At last, accoring 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.

本研究旨在探討競值架構下國民小學校長領導行為、學校組織文化與教師教學效能之間的關聯。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748份問卷，共獲得有效問卷646份，有效問卷回收率為86.36％。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、單因子多變量變異數分析、皮爾森積差相關、多元逐步迴歸分析及結構方程模式等統計方式對回收資料進行分析。 本研究獲得以下十一項結論： 一、國民小學校長領導行為在中上水準，以競爭層面表現較突出。 二、國民小學組織文化表現達中上水準，趨向於團隊和層級層面。 三、國民小學教師教學效能平均達高表現水準，以良好學習氣氛得分最高、教學計畫準備得分最低，且顯著低於其他四個教學效能層面。 四、國民小學校長領導行為與學校組織文化以右上象限層面得分均低。 五、教師職務在校長領導行為方面有差異、教師年齡、學歷、服務年資與職務在教學效能上有差異。 六、校長年齡在校長領導行為與學校組織文化方面有差異。 七、學校規模、所在地、校齡在校長領導行為、學校組織文化與教師教學效能均有顯著差異。 八、校長領導行為、學校組織文化與教師教學效能之間具有顯著正相關。 九、校長領導行為、學校組織文化與教師教學效能之間具有顯著預測力。 十、校長領導行為與學校組織文化不僅與對應象限的分層面有正相關與預 測力，與非對應象限甚至對立象限的層面也有顯著正相關與預測力。 十一、校長領導行為可顯著影響教師教學效能，也可透過學校組織文化的 中介作用，正向影響教師教學效能。 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) 建立回饋機制，使校長瞭解自身領導風格，靈活轉換各種領導行為，並善用競爭領導優勢，成為學校成員學習的榜樣。 (二) 校長應瞭解並協助學校成員認識學校組織文化類型，透過形塑願景與組織對話，使組織在文化生命週期中有效能的運作。 (三) 教師應兼顧每一個教學效能層面，並加強提升教學計畫準備。 (四) 校長應培養創新的領導能力，帶動發展革新求變的組織文化氛圍。 (五) 校內應建立教師教學對話與教學研討機制，藉以傳承資深優良教師教學經驗與觀摩學習。 (六) 校長對於經營校務發展應勇於任事、完全承擔，不應因性別、年齡、學歷、到任時間自我設限，虛與尾蛇。 (七) 校長與學校成員應詳加瞭解所處學校環境，研擬策略面對學校所處位置之有利與不利條件，以營造學校文化及提升教學效能。 (八) 校長應不斷強化自身領導的能力與行為複雜度，並且形塑優質學 校組織文化，以提升教師教學效能表現。 (九) 校長與學校成員應建立深厚的教育夥伴情感，體認共享學校教 育成果之重要性與榮辱休戚與共的使命感，以提供良好教育環境。 (十) 校長應展現兼容並蓄的多元領導風格，以面對諸多領導弔詭與兩 難的困境。 (十一) 營造兼容並蓄學校組織文化，發揮促進教師教學效能中介效果。 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。 / The objective of this study is to understand the relationships among principal’s leadership behavior, school organizational culture and teaching effectiveness in elementary schools by Competing Values Framework. Study on survey research. A total of 646 usable questionnaires were collected from 748 teachers of public elementary schools in New Taipei City. The effective response rate was 86.36％. The statistical techniques applied to this study such as: “describing statistics”, “t-test”, “one-way ANOVA”, “one-way MANOVA”, “Pearson product-moment correlation”, “stepwise multiple regression analysis” and “structural equation modeling”. With the data analysis result, researcher reached the conclusions as following： 1.Principal’s leadership behavior performance of public elementary schools achieves upper-moderate level, and “Compete” is the highlight among all of the dimensions. 2.School organizational culture performance of public elementary schools achieves upper-moderate level, and “Clan” and “Hierarchy” are the highlight among all of the dimensions. 3.The perception of teacher’s teaching effectiveness gets high score level, and “Good instructional climate ” is the highlight among all of the dimensions of teaching effectiveness, and "teaching plan preparation" is significantly weaker than the others four dimensions. 4.Both of principal’s leadership behavior and school organizational culture of public elementary schools in upper right quadrant of CVF scores are low. 5.There is a significantly divergence for “teacher job position” in principal’s leadership behavior and such as teachers’ “age”, “education”, “srevice year” and “job position”, there is a significant divergence in teaching effectiveness. 6.There is a significant divergence for “principal age” between principal’s leadership behaviors and school organizational cultural. 7.Such as “ school size”, “ location” and “school history”, there are significant divergences among principal’s leadership behaviors , school organizational cultural and teaching effectiveness. 8.There are significant positive correlation among principal’s leadership behavior, school organizational culture and teaching effectiveness. 9.There are significant predictive power among principal’s leadership behavior, school organizational culture and teaching effectiveness. 10.Between principal’s leadership behavior and school organizational culture are not only the corresponding quadrant, but also the non- corresponding and even opposing corresponding quadrants, and there are significant positive correlation and predictive power. 11.Principal’s leadership behavior could positively affect teaching effectiveness through the mediate effect of school organizational culture. Otherwise, this study provides suggestions of practical application and future study respectively.

本研究旨在應用競值架構探討國民小學校長領導行為、學校組織文化與學校組織效能之間的關聯性。研究採用調查研究法，以台灣地區公立國民小學教師為對象，總共發出1060份問卷，問卷回收率為89.91％，有效問卷回收率則為84.81％。正式問卷回收之後，分別以單因子單變量變異數分析、單因子多變量變異數分析、集群分析、區別分析、皮爾森積差相關、迴歸分析（簡單、多元及調節迴歸）、階層線性模式及結構方程模式等統計方式對回收資料進行分析。 本研究獲得以下九項結論： 一、國民小學校長領導行為在競爭行為層面上的表現最突出。 二、國民小學組織文化特性趨向層級節制和朋黨組織文化。 三、國民小學學校組織效能在內部過程模式上的表現最佳。 四、校長領導行為、學校組織文化與學校組織效能之間具有正向關聯。 五、校長領導行為表現愈佳及複雜性愈高，有助於塑造學校組織文化與提升 學校組織效能。 六、學校組織文化的特性愈強及複雜性愈高，能促使學校組織效能之表現愈 佳。 七、校長領導行為與學校組織文化之趨同程度愈高，學校組織效能之表現並未 愈佳。 八、校長領導行為與學校組織效能之關聯是否受學校組織文化所調節，須視學 校組織文化之分析層次而定。 九、校長領導行為可透過學校組織文化的中介作用，正向影響學校組織效能。 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）以競值架構之量表診斷學校組織行為 （二）展現兼容並蓄之領導作風 （三）提升領導行為之複雜性 （四）著重組織文化之型塑 （五）營造兼容並包的組織文化 （六）各種組織效能模式應兼籌並顧 二、未來研究方面 分別就研究對象、研究變項、研究方法、統計分析方法以及行為複雜性之檢測方式等方面，對未來的研究提出建議。 / The purpose of the study was to investigate the relationships among principal’s leadership behavior, school organizational culture, and school organizational effectiveness by utilizing competing values framework. The research method this study adopted is survey research. Data were collected from 1060 teachers of elementary schools in Taiwan. The response rates were 89.91％; the usable rates were 84.81％. The collected data were analyzed by using the statistical methods of one-way ANOVA, one-way MANOVA, cluster analysis, discriminant analysis, Pearson product-moment correlation, regression analysis (simple regression, multiple regression, and moderated regression), hierarchical linear modeling, and structural equation modeling. The conclusions of this study are: 1.Among all of the dimensions of principal’s leadership behavior, “Compete” is the dominant in the elementary schools. 2.Among all of the dimensions of school organizational culture, “Hierarchy” and “Clan” are the dominant in the elementary schools. 3.Among all of the dimensions of school organizational effectiveness, “Internal Process” is the dominant in the elementary schools. 4.There are positive relationships among principal’s leadership behavior, school organizational culture, and school organizational effectiveness. 5.The principals with better leadership performances and higher behavioral complexity tend to shape school organizational culture and enhance school organizational effectiveness. 6.The schools with stronger organizational cultures and higher cultural complexity could improve school organizational effectiveness. 7.The hypothesis that the higher the congruence between principal’s leadership behavior and school organizational culture is, the better the school organizational effectiveness is could not be supported. 8.Whether the relationship between principal’s leadership behavior and school organizational effectiveness could be moderated by school organizational culture depends on the level of analysis of school organizational culture. 9.The principal’s leadership behavior could positively affect school organizational effectiveness through the mediated effect of school organizational culture. In addition, this study provides suggestions respectively on the aspect of practical application and future study.