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新北市國民小學空間領導、學校組織變革與教師創新教學的現況，分析不同背景變項下之教師，知覺校長空間領導、學校組織變革與教師創新教學之差異情形，並探討三者間之關係，最後建構並驗證校長空間領導、學校組織變革與教師創新教學之結構方程模式。 本研究採問卷調查法，共計抽樣83所學校，發出786份問卷，回收544份有效問卷；問卷回收率達69%。問卷調查結果以描述性統計、t檢定、單因子變異數分析及結構方程模式分析等統計方法加以分析與探討。 本研究獲致結論如下： 一、新北市國民小學教師知覺校長空間領導為中上程度，以「建構教育空間」層面表現最突出，「使用者共同參與」之得分最低。 二、新北市國民小學教師知覺學校組織變革為高程度，以「組織文化」層面最獲肯定，「教育科技創新」之知覺程度為最低。 三、新北市國民小學教師知覺教師創新教學為高程度，以「教學方法」層面最獲認同，「情境營造」之知覺程度為最低。 四、新北市國民小學教師，在不同背景變項中（無學校獲獎情形、年齡高者及職務為教師兼主任者），在知覺校長空間領導行為上顯著較高。 五、新北市國民小學教師，在不同背景變項中（無學校獲獎情形及擔任職務為教師兼主任及教師兼導師者），在知覺學校組織變革上顯著較高。 六、新北市國民小學教師，在不同背景變項中（無學校獲獎情形及及兼任行政職之教師者）在知覺教師創新教學行為上顯著較高。 七、新北市國民小學校長空間領導、學校組織變革與教師創新教學具有良好的聚斂效度，且學校組織變革在校長空間領導與教師創新教學間扮演完全中介，故國民小學校長空間領導可透過學校組織變革對教師創新教學產生正向的間接影響。 最後，根據本研究結果，提出具體建議，供教育行政機關、學校教育人員與未來研究之參考 / The purpose of this study is to learn the relationships among the primary school principal space leadership, school organizational change and innovative teaching of teachers in elementary school of New Taipei City. Comparing and analyzing the differences, relationships, and stepwise regression between principal space leadership, school organizational change and innovative teaching of teachers, the researcher tries to build and verify a model for these three elements. Through the use of questionnairs survey method, data were collected from 83 elementary schools, distributing 786 questionnairs in total. Valid questionnairs of 544 were collecte, with a usable rate of 69%. All data were analyzed by the mothods of descriptive statistics, independent t-test, one-way ANOVA and SEM. According to the results, this study has obtained the following conclusions. 1. The level of space leadership of principals in the elementary schools is medium-performance, and the performance in “constructing educational space” is outstanding, and lower scores on “the users joint participation”. 2. The level of school organizational change is high, and “organizational culture” is certainly the most eligible in the elementary schools, and lower scores on “educational technology innovation”. 3. The level of innovative teaching of teachers is high, and “teaching method” acquired the most recognition in the elementary schools, and lower scores on “constructing circumstance”. 4. The school history, ages , and current positions of sampling teachers show difference on the principal space leadership. 5. The school history, and current positions of sampling teachers show difference on school organizational culture. 6. The school history, and current positions of sampling teachers show difference on effectiveness of school innovative management. 7. The proper fit of structural equation model among principals’ space leadership, school organizational change and innovative teaching of teachers is assessed as positive and can explain the relationships among main variables. School organizational change fully mediated the relationship between principal space leadership and innovative teaching of teachers. School organizational change has the mediation effect on principal space leadership and innovative teaching of teachers. The research findings and suggestions can serve as reference for educational authorities, elementary school principals and subsequent related studies.

本研究旨在瞭解目前臺北市國民中學校長空間領導、學校組織變革與教師效能的現況，以探討國中教師知覺校長空間領導、學校組織變革與教師效能之差異情形，俾以瞭解三個變項間之關聯 ，並採問卷調查法以臺北市公立國民中學教師為母群體，共發出828份問卷，回收721 份問卷，回收率為 87.1%，有效問卷共588 份，可用率為71.0%，以描述性統計、t 考 驗、單因子變異數分析、皮爾森積差相關、迴歸分析、以及結構方程模式等統計分析，並據分析結果作成以下結論： 一、臺北市國民中學校長空間領導達到中高程度表現，在「融入課程教學」層面的表現最佳，而「使用者共同參與」仍有精進空間。 二、臺北市國民中學學校組織變革達到中高程度，以「教育科技創新」層面認同度最高，而「組織文化」層面得分數較低。 三、臺北市國民中學教師效能達到高程度表現，以「教學策略效能」層面的表現最佳，「引導學生效能」之知覺程度較低。 四、臺北市國民中學教師在不同背景變項中( 男性、教師兼主任者、學校規模13-24班、校齡21-40年 )，在知覺校長空間領導行為上顯著較高。 五、臺北市國民中學教師在不同背景變項中( 男性、教師兼主任者 )，在知覺學校組織變革上顯著較高。 六、臺北市國民中學教師在不同背景變項中( 男性、師範院校、教師兼主任者)，在知覺教師效能上顯著較高。 七、國民中學校長空間領導、學校組織變革與教師效能具有顯著正相關。 八、校長空間領導與學校組織變革對教師效能有預測力。 九、臺北市國民中學校長空間領導、學校組織變革與教師效能具有良好的適配度，且學校組織變革在校長空間領導與教師效能間扮演完全中介，故國民中學校長空間領導可透過學校組織變革對教師效能產生正向的間接影響。 本研究依研究結果提出建議，以供教育行政機關、學校決策以及未來研究參考。 / The purpose of this study was to understand the relationship among Junior High School Principals' Space Leadership, School Organizational Change and Teacher Efficacy in Taipei City. To investigate the perceptions of junior high school teachers on the correlations among the three variables mentioned above. We employed questionnaire survey to investigate the subjects included public junior high school teachers in Taipei City. With the census-taking, we retrieved 721 from 828 questionnaires. The response rate of the questionnaire was 87% with the usable rate was 71% from 588 usable ones. The collected data was analyzed by using the statistical methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson product-moment correlation, regression analysis and structural equation modeling. According to the results, these conclusions were reached statistically as follows. 1. The performance of principals’ space leadership was above average in the junior high school schools.“Curriculum Integration ” was the best among the four dimensions of the junior high school principals’ space leadership in Taipei City, and there was advancement on the situation about “User Participation” remained. 2. The performance of school organizational change reached a medium-high level in the junior high schools. The dimensions of “innovation of educational technology ” was the highest among all, and lower scores on “organizational culture”. 3. Teachers in the junior high schools evaluated the school “teacher efficacy ”as high. The score was highest in the dimension of "efficacy for instructional strategies" and the lowest in the dimension of “efficacy for student engagement.” 4. Male teachers, teachers serving as directors, teachers in schools with the size of 13-24 classes, and school age between 21 and 40 years had higher evaluations on their practice of space leadership with regard to principals. 5. Male teachers and teachers serving as directors had higher evaluations on school organizational change. 6. Male teachers, teachers serving as directors, and teachers graduating from normal schools had higher evaluations on teacher efficacy. 7. The relationship among principals’ space leadership, school organizational change and teacher efficacy was positively correlated. 8. The principals’ space leadership showed significant predictability on school organizational change and teacher efficacy, particularly in the dimension of “Curriculum Integration ”and “ core competencies of members”. 9. The structural equation model showed the well goodness-of-fit among principals’ space leadership, school organizational change and teacher efficacy. The results revealed that school organizational change fully mediated, and had positive indirect effect on principals' space leadership and teacher efficacy. Suggestions had been made out from the results of this study for the reference of the education authority, decision-making of school administration, and further research.