現今學校行政運作，在民主開放的風氣中，教師法的通過、教師會的成立、教評會的設置，校園更形紛擾多事，學校行政的領導，與往昔完全不同，「自主式領導」會產生多重領導、目標無法落實的弊病；而「集權式領導」 雖重視效率、紀律、 競爭力強，卻也因此忽略人性化的個人需求。 如何讓學校行政能順利推展，領導的理念與策略就更形重要，研究者欲藉韓非領導哲學之探究，古籍新用、活用，賦與學校領導時代新意，解決學校行政領導統御的問題，提升學校行政效能。 為達到本研究的研究動機與目的，本研究採用歷史研究法、文獻分析法為主要研究方法。本研究試圖從韓非領導學說中歸納出一套可行的領導模式。在建構此領導模式的基本架構時秉持著「他山之石，可以攻錯」的想法；參酌西方領導的特質論、行為論、情境論，將韓非在領導學說中任法、用術、集勢中的核心思想作一分析整合，藉此建立韓非領導學說之系統，提供學校行政領導新的啟示與方向，經研究後獲致以下結論： 一、領導人宜具備之人格修養為：（一）重於公利；（二）因法致強；（三）公平無私；（四）信賞必罰；（五）無為虛靜；（六）力守沉默；（七）中才之資；（八）權謀方術。 二、領導者宜採行之領導行為：（一）易知易行；（二）職權分明，負責盡職；（三）因材器使，初任試用；（四）專任責成，養用合一；（五）升遷有序，進退有據；（六）舉賢不避親仇（七）形名之道（八）參伍之術；（九）通權達變；（十）合參審驗；（十一）力求功用；（十二）防姦之術 三、領導者宜採行通權達變之領導原則：（一）依法授命；（二）力求功用；（三）順應時勢；（四）量能授職 最後依據研究結果與結論，提出具體建議，以作為國民中學、教育行政機關、個案學校以及未來研究的參考。

雖然各所國民中學內的教師會、教評會、家長會的權力已經日漸引入了學校的行政決策核心，然而一所國民中學校長的行政領導風格依然絕對影響了一所學校組織人員的互動氣氛及達成目標的效能。研究者選取一位廣受肯定的校長作為研究對象，然後抱持著深入探討並虛心學習的態度，主要希望探討：（一）校長在領導行政人員的具體作為為何？（二）校長在領導教師這個團體有何策略和主張。 　　為達成上述目的，本研究採用質的研究法，蒐集二年六個月的相關資料予以分析，並進行一年三個月的觀察及訪談以取得確實資料及加以分析，意圖對一位國民中學校長外在行為表徵進行相關研究。本研究資料蒐集範圍主要以對校長、行政人員、教師進行訪談，及觀察校長與行政人員、教師溝通互動之記錄為主，並輔以蒐集校內相關文件，如包括校內主管會議紀錄、全校性校務會議紀錄、教師會會訊、教學研究會紀錄、學校行事曆、各行政單位書面業務報告等；之後透過資料的轉譯及編碼進行研究分析。本研究經由相關文獻探討及相關理論佐證，分析一位國民中學校長在行政領導行為的策略及主張，結論如下：（一）掌握有利情境在校園內分點佈線建立人際關係網絡；（二）以淡化、分層解決及掌握問題多面關鍵以化解校內人員衝突；（三）支援認同度高的核心團隊及以理性逐步激起工作動機；（四）工作計畫系統化、制度化，人員分工全面化、合理化。 　　本研究在實務上建議研究對象：（一）可以建立資訊管理系統，減少分點佈線溝通之負擔；（二）以足夠時間建立人員共同願景，再全力追求成效；（三）多費心思在領導團體前進，將管理工作歸還各處室主任負責；（四）多加注重校長個人的生活品質，有利建立校長溫馨和諧之人文氣息。 　　對於後續研究者則建議可深入探討校長領導特質及其呈現的行政效能是否為家長及學生所滿意；並建意以合作研究模式，減少研究時間及性別之限制；並可探討在九年一貫課程、校長遴選制度之下，校長應扮演的時代角色，角色扮演的順序等都是值得探討的課題。

本研究旨在探討國立高中學校行政組織調整之需求性、剖析我國國立高中學校行政組織中，職務由教師兼任的概況、瞭解我國國立高中學校行政組織及運作之缺失、分析現行國立高中學校行政組織之改進途徑，提出有助於國立高中學校行政組織再造的架構，以提供學校及主管教育行政機關參考。採用的研究方法計有：問卷調查法、訪談法。 本研究係以高中教師及兼任行政人員、專職行政人員及主管教育行政機關之教育行政人員為研究對象。在問卷方面，以臺中縣市國立高中為研究抽樣母體，採分層隨機抽樣進行問卷調查，總計共發出問卷500份，回收411份，有效問卷411份，總回收率為82.2%。 本研究經過文獻探討及調查和訪談結果分析，得到如下的結論： 一、 現行國立高中學校行政組織架構，各校設立之組別大致相似。 二、 各校現行之學校行政組織中較迫切需要再造之處，頗符合現況需求。加強專業養成訓練；採勞務外包制；員額採總量管制。 三、 各校現行之學校行政組織架構較類似甲方案。較傾向於傳統之處室分組架構。 四、 國立高中學校行政組織，多數的填答者認為國立高中之規模區分維持現狀無須調整。 五、 國立高中學校行政組織，教學組、試務組以及訓育組較適合由教師兼任組長。 六、 現行國立高中學校行政組織及運作之缺失︰教師兼任行政工作意願不高；行政工作勞逸不均；行政組織結構缺乏彈性。 七、 現行國立高中學校行政組織改進途徑︰加強行政人員的專業養成訓練；改善各組行政工作勞逸不均；教職員採總量管制。 八、 國立高中學校行政組織再造，可透過將非屬核心業務外包或場所委外經營的方式來提升行政效率。 九、 進行國立高中學校行政組織再造，可以朝著裁併處室、裁併組別或歸併的方向調整。 十、 國立高中學校行政組織架構調整，以維持現狀的甲案最為填答者支持，反映出普遍冀求安定，但亦有近半數認同再造。 根據以上之結論，提出如下的建議，以供參考。 壹、教育行政機關方面 一、訂定組織再造計畫，因應未來實際需求。 二、行政組織法令鬆綁，賦予彈性自主運作。 三、從制度面根本解決教師兼任行政工作意願不高之學校行政組織運作的缺失，建議教師兼任的適合度較低的職務由專任行政人員擔任。　　 貳、對學校的建議 一、訂定工作流程的簡化措施，修訂學校的校務章則規程。 二、積極進行較迫切需要再造之處。 三、辦理勞務外包，減輕人員工作負擔，縮編員額節省人事經費。 四、非屬核心業務委外經營，開拓財源，減輕行政負擔，有利於組織再造；建議學校可以將餐廳、合作社、游泳池等場所委外經營。 五、加強行政人員專業養成訓練，鼓勵兼行政教師參與行政研習。 六、合理分工各組業務，避免工作勞逸不均。 七、簡化行政業務工作流程，活化學校行政運作機制。 八、 進行國立高中學校行政組織再造，建議裁併部分處室或組別。 / This study is researching the necessity of adjusting the administration organization in national senior school, and exhaustedly analyzing the condition that a teacher holds a concurrent administrative post. Meanwhile, we can understand the faults of the school administrative organization and its administrative operation, and then we can analyze the improving gateways used nowadays in national senior high schools. Furthermore, we can offer the skeleton of reengineering administration organization, and the references to schools and the managers of the educational administration institution. These researching methods which I used are including “questionnaire survey law” and “visiting discussion”. The object personnel that I researched were senior high school teachers, concurrent administrators, full-time administrators and some educational administration personnel in manager educational administration institution. As to the questionnaire survey, we took national senior high schools in Taichung City and Taichung County as the matrix of lamination random sampling. We sent out about 500 “asks-the-volumes” and returned 411 “asks-the-volumes”. The recall “asks-the-volumes” were all effective, so the total returns-ratio reached 82.2%. After literature discussion, investigation and visiting discussion, we come to the following conclusions: 1. The administrative organization skeletons of sections in national senior high schools nowadays are similar to one another. 2. The schools’ administrative organizations now needed urgently reengineering in national senior high schools are: strengthen the professional nurture training, the school services need adopting by “outside the service wraps”. And the specified number of personnel uses the total quantity control. These conform to the present situation demand. 3. The school administrative organization skeleton now traditionally tends to the way of “office room grouping”. 4. The majority of the answerers think that we needn’t adjust the present scale discrimination in high schools’ administrative organization and maintain the present situation. 5. The suitable concurrent posts for high school teachers are the Curriculum and Instruction Section, Examination Section and Extra-curriculum section in national senior high school administrative organization. 6. The demerits in high schools’ administrative organization and their operations nowadays are: teachers are not willing to be concurrent administrative personnel, the administrative affairs unbalance, and the administrative organization structures are lack of flexibility. 7. The ways of improving the schools’ administrative organization in national senior high schools are: strengthen the administrative personnel professional nurture training, balance the service work between sections, and teachers and administrators use the total quantity control. 8. As for the high schools’ re-engineering administrative organization, we may penetrate the outside agent to deal with the non- core business, or place request management in order to uplift the administration efficiency. 9. In proceeding the schools’ re-engineering administrative organization in national senior high schools, we can consolidate offices, or sections, etc., or combine some offices or sections. 10. In adjusting national senior high schools’ administrative organization skeletons, most answerers support to maintain the present situation. According to the above conclusions, my proposals are as following: --supply the reference 1. The proposals for the educational authorities: (a) To make the plans of re-engineering organization, be accordance to the future actual demand. (b) To loose the administrative constitutive law, afford the autonomous flexibility in operation. (c) To solve the demerits basically from the system surface that the teachers are unwilling to serve the part-time employment, suggest that some jobs unsuitable for teachers can be done by full-time administrative personnel. 2. The proposals for school authorities: (a) To make the brief measure of working flow, reedit the rules and regulations of school affairs. (b) To carry on what will be re-engineered positively and urgently. (c) To transact all labor services done by outside agent to reduce the burden of internal personnel, and incorporate personnel to save the personnel funds. (d) To afford the non-core business managed by outside agent, exploit the finance, lighten the administrative burden, will be advantageous of re-engineering organization. And proposal that school cafeteria, cooperative, and swimming pool can be managed by outside agent. (e) To strengthen administrative personnel’s professional nurture training, encourage concurrently administrative teachers to attend the administrative thorough study. (f) To divide each service labor rationally, avoid the unfair burden in assigning work. (g) To brief the administrative affairs work flow, activate the school administrative operation mechanism. (h) To be engaged in re-engineering administrative organization in national senior high schools, suggest consolidating some offices or sections.

學校行政實施全面品質管理，可使學校行政工作更具績效和競爭力。然而，現行國中學校行政可以實施全面品質管理的業務內涵為何？要如何在現行公立國中學校行政推動實施？在實施時會遇見哪些困難？如何克服？以及實施後的成效如何？它與行政職務間的關係如何？是本研究探究的目的。 本研究之學校行政全面品質管理是統合學者專家的看法，融合本研究之對象及學校行政組織的特性予以界定：是一種以現有學校行政組織為架構，以學校行政、教師、學生、家長的需求為導向，以品質為中心，運用科學與組織整體運作的方式，進行全流程的工作規劃與管理，對支援教學、服務師生、過程督導、成果考核的過程進行不斷改善，以達成學校行政組織長期發展目標的管理。 本研究以個案行動研究方式，採參與觀察、問卷調查、訪談等方法，發現： 一、 業務內涵的選擇與實施以學校之最需要、內容較複雜、工作量較大、影響範圍較廣之業務先行試辦，各項實施辦法、表格、圖示的設計則需符合學校的性質與需求。 二、 實施時會遇見許多困難：學校行政人員缺乏品質的概念、不完全認同全面品質管理的理念、行政業務量過大、人事異動大，不易持續等；解決問題的策略方面，要選擇較有利的時機、善用學校既有資源、訂定周延實施規劃、清楚描繪願景、認真辦好教育訓練、校長展現推動決心與承諾，較易成功。 三、 實施後的成效方面，學校行政人員對實施後之效益持肯定看法，對學校行政全面品質管理能清楚認知且認同做法，但在實際工作及對未來持續實施是否具信心時，卻持較保留的態度。 四、 與行政職務間的關係方面，在實施之初期，較資深之行政人員比較常會以不積極、不主動的方式迴避問題，但到實施後期，行政職務、年資間則沒有明顯差異存在。 本研究之建議有四： 一、 學校行政人員觀念的改變與心態的調整，應列為推動前首要任務，推動的方式上要運用民主方式提供廣泛參與。 二、 審慎辦理教育訓練課程，且應配合學校行政願景與實施後的可能成效一併陳現，還要兼顧多項配套措施：行政資訊化的融入；穩定的學校行政人事；建立明確工作職掌與輪調機制；校長的自信、毅力與承諾；找到一群支持者並以團隊工作方式推動等配套同時介入較易成功。 三、 對後續研究者的建議：再找一位具專業的客觀第三者，對研究對象進行觀察、紀錄；增加訪談受訪人數，或加採焦點團體討論方式對學校行政工作人員進行更客觀、廣泛、深入的瞭解，以補本研究之不足，使獲得之資料更具可靠性和說服力。 四、 建議後續研究者可採更深入之研究方法，將「顧客」的範疇界定擴展至學生、教師、家長，以瞭解學校行政實施全面品質管理後學生、教師、家長之滿意情形。 / Practicing TQM in school administration can make the admini- stration more effective and more competitive. However, to what affairs can we apply TQM in junior high school administration? How can we push it and put it into practice? What difficulties will confront us when we practice TQM? How can we overcome those difficulties? What effects will we have after practicing it? What is the relation between TQM and administrative positions? These are what I try to find out in this thesis. In this study, integrating views of scholars and experts, blending the objects of this study and the features of school administrative organi- zation, we define TQM of school administration as follows: Based on the existing administrative organization, oriented by the needs of school administration staff, teachers, students, and parents, focusing on quality, utilizing scientific and organizational operation, and making a whole- process work design and management, TQM of school administration aims to improve the four processes of administration (supporting teaching, offering services to teachers and students, supervising administration processes ,and evaluating results of administration) so as to achieve the goal management of the long-term development of school administrative organization. In this case study of practicing TQM, by observing practicing processes, gaining information from questionnaires, and interviewing the administrative staff, we have four important find-outs: First, we can try applying TQM to the most necessary, complicated, heavily work-loaded, and influential affairs. The design of charts and graphs should be in conformity with the property and the needs of the school. Second, we will encounter lots of difficulties when practicing TQM. For example, the school administrative staff does not have the concept of TQM and does not completely consent to the concept of TQM, the workload of administration is too heavy, the personnel change is great, etc. In the strategy of solving these problems, we have to choose a better opportunity, make the best use of existing resources, make a profound plan, clearly draw the future vision, and try hard to make educational training. The school principal also has to show his determination and promise. With the above, we have a better chance to succeed. Third, the administrative staff has a positive attitude toward the effects of practicing TQM. They can clearly understand TQM and agree to the practicing. But they have a reserved attitude toward the continuation of the future practicing. Fourth, as for the relation of TQM and the administrative positions, we find out that in the beginning of the practice of TQM, the senior administrative staff were unenthusiastic, inactive, and unwilling to face the problem directly. However, in the later stage, the attitudes of different ages and different positions of the administrative staff do not show much difference. We have four suggestions for following researchers: First, changing the attitude and concept of the administrative staff should be a top priority. They have to offer chances of participation in a democratic way when pushing TQM. Second, educational training should be made carefully. The training should fit the future vision of school administration and take into consideration the possible effects after practicing. And there should be several combining measurements: computerization of administration, steadiness of school personnel, clear work responsibility and a mechanism of position alternation, the principal’s confidence, insistence, and promise, a group of supporters working in teamwork, and the construction of a mechanism to avoid changing the meaning and the practicing mode of TQM. Third, following researchers had better have an objective third-person specialist to observe and record the study process of study targets. Besides, they should have more interviewers, have a focus group discuss, and understand the administrative staff more objectively, widely, and deeply. In this way they can make up the deficiency of this study and make the data more dependable and convincing. Fourth, following researchers can have a more effective and profound study method to include students, teachers, and parents in the definition of “customers” so as to understand their satisfaction degree after practicing TQM.

本研究的目的，旨在探討新竹縣、新竹市及苗栗縣國民中學校長實施科技領導與學校行政創新管理的現況，以及國民中學校長科技領導對學校行政創新管理的預測力。 本研究採用問卷調查法，以新竹縣、新竹市及苗栗縣三縣市公私立國民中學、完全中學國中部、公私立高中附設國中部(不含特殊學校)之學校教師為對象，共發出780份問卷，回收605份，回收率77.6%，剔除回收樣本中資料填答不全者，有效樣本資料為591份，回收後之問卷，其可用率為97.7%。以描述統計、t 考驗、單因子變異數分析、皮爾遜積差相關分析、多元及逐步迴歸分析等方法進行資料分析，得到結論如下： 一、整體而言，新竹縣、新竹市及苗栗縣國民中學教師對科技領導之運作現況的知覺屬於程度普通，其中以「科技與基礎設施支持」層面較高，「評鑑與研究」層面較低。 二、擔任行政工作的教師或專任教師、新竹縣與新竹市的教師、學校歷史為21-30年的教師對校長科技領導運作情形之知覺程度較高。而男性教師對校長科技領導之「評鑑與研究」層面知覺程度高於女性。 三、整體而言，新竹縣、新竹市及苗栗縣國民中學教師對學校行政創新管理之運作現況的知覺屬於程度良好，其中以「人員創新」層面較高，「策略創新」層面較低。 四、擔任行政工作的教師或專任教師、新竹縣與新竹市的教師、學校歷史為11-20年的教師對學校行政創新管理運作情形之知覺程度較高。 五、新竹縣、新竹市及苗栗縣國民中學校長科技領導整體及各層面與行政管理創新，具有高程度的正相關。 六、校長科技領導對學校行政創新管理整體與各層面皆具正向預測力，其中以「人際關係與溝通技巧」層面最具預測力。 最後，依據研究結果，提出具體建議，俾供教育行政機關、國民中學、校長以及後續研究者之參考。 關鍵字：國民中學、校長科技領導、學校行政創新管理

本研究主要目的在於探討桃園縣公立國中校長學校行政領導的基本理念、分析目前桃園縣公立國中校長學校行政領導的現況、以及不同背景變項（性別、最高學歷、現職、現職服務年資、服務年資、學校類別、學校規模）的教師，對於校長學校行政領導的看法，並根據研究結果提出建議，以提供校長、教師、教育行政機關及後續研究之參考。 為達上述目的，本研究採用文獻探討與問卷調查方法，研究範圍包括：桃園市、蘆竹鄉、大園鄉、大溪鎮、龜山鄉、八德市、平鎮市、中壢市、楊梅鎮、觀音鄉、新屋鄉、龍潭鄉、復興鄉等十三個鄉鎮市內的公立國民中學合計48所；而以桃園縣公立國民中學校長、主任、組長、導師及專任教師為調查研究之母群體，問卷調查之對象，採用分層隨機取樣方式，發出問卷1048份，實得有效問卷643份，問卷資料處理採用電腦統計套裝軟體（SPSS for Windows）中的次數分配、平均數、獨立樣本ｔ考驗、單因子變異數分析等方法，進行統計分析，經資料整理與研究結果，獲得結論如下： 一、桃園縣公立國中校長學校行政領導具備的特質，具備程度最高的是 「誠實互信」、「守法力行」、「清廉無私」；最低的是「友善幽 默」、「研究創新」。 二、桃園縣公立國中校長學校行政領導面臨到「家長忽視教養責任」、 「市場機制」校際競爭、「顧客導向」學生選校權、「學校規模過 大，設備不敷使用」、「經費短缺不易維修設備」的困境。 三、桃園縣公立國中校長學校行政領導具體的做法，表現程度最高的是 「親自參加教師婚喪喜慶」、「定期召開行政會報協調業務」、「不 受利誘清白辦學」；最低的是「廣開言路接受建議」、「凝聚教師向 心力對抗外在壓力」、「校園規畫考量學校發展」。 四、不同背景變項教師，對於校長學校行政領導具備特質的看法有顯著差 異，包含男性高於女性、校長高於教師（含導師）、校長高於教師 （含導師、教師兼行政人員）、教師兼行政人員（含校長）高於教師 （含導師）、現職服務年資「3年以下」高於「10年以上」、「偏遠地 區」高於「一般地區」、學校規模「13~36班」高於「60班以上」。 五、不同背景變項教師，對於校長學校行政領導面臨困境的看法有顯著差 異，包含女性高於男性、「師範院校畢業」高於「研究所碩士班畢 業」、教師（含導師）高於校長、教師（含導師、教師兼行政人員） 高於校長、教師（含導師）高於教師兼行政人員（含校長）、現職服 務年資「10年以上」高於「3年以下」及「4~6年」、服務年資「16年 以上」及「9~15年」高於「3年以下」、「一般地區」高於「偏遠地 區」、學校規模「60班以上」高於「12班以下」、「13~36班」及 「37~59班」。 六、不同背景變項教師，對於校長學校行政領導具體做法的看法有顯著差 異，包含男性高於女性、「研究所碩士班畢業」高於「師範院校畢 業」、校長高於教師（含導師）、教師兼行政人員（含校長）高於教 師（含導師）、校長高於教師（含導師、教師兼行政人員）、現職服 務年資「3年以下」高於「10年以上」、「偏遠地區」高於「一般地 區」、「12班以下」及「13~36班」、「37~59班」高於「60班以 上」。 七、桃園縣公立國中校長對於學校行政領導具備特質與具體做法方面，其 整體表現受到國中教師的肯定 。 根據研究結果與結論提出以下的建議： 一、校長多關注「友善幽默」、「研究創新」特質之培養。 二、校長可多著力於親職教育活動，以落實家庭教育。 三、校長須發展學校特色，因應「市場機制、顧客導向」帶來的衝擊。 四、校長可建立與教師良性溝通互動平台。 五、校長須發展學校願景，才能凝聚教師向心力。 六、校長對於校園規畫，可多考量學校未來的發展。 七、主管教育機關對學校經費編列，可給予較大之彈性空間 。 八、為因應有限的教學資源，主管教育機關應儘量降低學校班級數。 九、未來的研究可增加廣度與深度。 / This main purpose of the research lies in discussing the basic concepts and analysing the present situation of the principals’school administration leadership of the public junior high school in Taoyuan County as well as the teachers from the different background variable (including sex, the highest school record, current position, service period of current position , service period, school category, school scale) , regarding to a view of principals’school administration leadership , and puts forward the proposals according to the results, provides reference to the principals, the teachers, the educational administration institution and the following research. In order to reach the above goals, this research uses the literature discussion and the questionnaire survey method. The research scope includes 48 junior high schools which are in the local 13 townships and towns ,such as Taoyuan City, Luchu Township, Dayuan Township, Dahshi Town, Kweishan Township, Pader City, Pingj City, Chungli City, Yangmei Town, Kwanin Township, Shinwu Township, Lungtan Township, Fu-hsing Township and so on . But take the principals, directors, group leaders, homeroom teachers and subject teachers of the public junior high school in Taoyuan County as the population of investigation and study. Objects of the questionnaire survey select the stratified random sampling method, which sends out asked volume 1,048,and obtains effective asked volume 643.The asked volume datas’processing uses the computer statistics software (SPSS for Windows) , including the Frequence, the Mean , the Independent-Samples T Test, One-Way Anova and so on ,in order to carry on the statistical analysis. After organizing the data and investigate the result, obtains the conclusion as follows: 1.Principals’school administration leadership of the public junior high school in Taoyuan County possess the special characteristics,the most highest is " honest and trustworthy", "obeys the law energetically puts into practice", "incorruptible and selfless";the most lowest is "friendly and humorous", "the research innovation". 2.Principals’school administration leadership of the public junior high school in Taoyuan County face difficult positions,such as "the guardians neglect the education responsibility", "the market mechanism" of the interscholastic competition, "the customer guides" that students have the right to choose the school, "the school scale oversized, equipment is insufficient ", "funds is not enough to maintenance equipment easily" . 3.The concrete procedure of the principals’school administration leadership of the public junior high school in Taoyuan County , the most highest degree is "attends the teachers’marriages and funerals in person", "convenes the administration conference regularly to coordinate business", "is not tempted with the promise of gain to run a school"; the most lowest is "encourages the wide airing of views accepts suggested", "condenses the teachers’ centripetal force resistance external pressure", "the campus plans considers the school development". 4.The different background variable teachers,as regards the principal school administration leadership possess the special characteristics view reveals the difference obviously, contains the male to be higher than the female, the principal is higher than the teacher (includes homeroom teacher), the principal is higher than the teacher ( includes homeroom teacher, teacher concurrently administrative personnel), the teacher concurrently administrative personnel ( includes the principal) is higher than the teacher ( includes homeroom teacher), service period of current position "below 3 years" is higher than "above 10 years", "the remote district" is higher than "the general area", the school scale "the 13~36 classes" is higher than "above 60 classes". 5.The different background variable teacher,as regards the principal school administration leadership faced with the difficult position view reveals the difference obviously, Contains the female is higher than the male, "the teacher graduates colleges and universities " is higher than "graduates from research institute ", the teacher ( includes homeroom teacher) is higher than the principal, the teacher ( includes homeroom teacher, teacher concurrently administrative personnel) is higher than the principal, the teacher ( includes homeroom teacher) is higher than the teacher concurrently administrative personnel ( includes the principal), service period of current position "above 10 years" is higher than "below 3 years" and "the 4~6 years", service period "above 16 years" and "the 9~15 years" is higher than "below 3 years", "the general area" is higher than "the remote districts", the school scale "above 60 classes" is higher than "below 12 classes", "the 13~36 classes "and" 37~59 classes ". 6.The different background variable teacher, as regards the principal school administration leader concrete procedure view reveals the difference obviously, Contains the male is higher than the female , " graduates from the research institute " is higher than "the teacher graduates from colleges and universities ", the principal is higher than the teacher ( includes homeroom teacher), the teacher concurrently administrative personnel ( includes the principal) is higher than the teacher ( includes homeroom teacher), the principal is higher than the teacher ( includes homeroom teacher, teacher concurrently administrative personnel), service period of current position "below 3 years" is higher than "above 10 years", "the remote districts" is higher than "the general area", "below 12 classes" and "the 13~36 class", "the 37~59 classes" is higher than "above 60 classes". 7.The special characteristics and the concrete procedure of the principals’school administration leadership of the public junior high school in Taoyuan County acquires positiveness from the public junior high school teachers . According to the research results and conclusions,the suggestions are as follows: 1.The principal pays more attention to raise the special characteristics of "friendly and humorous"and "the research innovation" . 2.The principal may focus on parents-teachers education activities,carring out the family education. 3.The principal must develop the school characteristic, to deal with the impact of "the market mechanism and the customer guides". 4.The principal may build a flat-top platform to communicate with teachers benignantly. 5.The principal must develop the school vision in order to condense the teachers’centripetal force. 6.The principal should consider the school future development while planning the campus policy. 7.A chief education institution arranges the school funds may give more flexible. 8.For the limited teaching resources, the chief education institution ought to reduce the number of school classes as soon as possible. 9.The future research might increase the breadth and the depth.

本研究首先經由文獻探討瞭解學校行政組織結構的意涵、學校組織再造的相關概念及臺北縣國民中學行政組織的現況，復以臺北縣國民中學校長、現任行政人員及曾兼行政現為教師的候用校長爲研究對象，並以自編之「臺北縣國民中學行政組織再造調查問卷」進行問卷調查，以瞭解其對臺北縣國民中學組織再造之各種策略實施的意見，最後再訪問九十二學年度臺北縣四所試辦國中的校長或承辦主任，以明瞭其試辦動機、執行過程及遭遇之困境等。期能透過問卷調查及訪談方式蒐集相關資料，以提供有價值的資訊，作為主管教育行政機關對於國民中小學進行組織再造之法令修訂與制度規劃，或學者進行相關研究之參考。 本研究根據文獻探討、問卷調查與訪談結果，歸納以下結論： 壹、 對學校行政組織各處組及基本職掌之調整意見 一 建議於教務處增設「研究發展組」或「課研組」等。 二 認同訓導處之設置，但建議更名為「學生事務處」。 三 認同「維持」總務處之設處分組。 四 除有建議將輔導處更名為「諮商中心」、「學生諮商中心」、「輔導事務處」外，亦有建議將其廢除，而將所屬各組業務分別依業務性質轉移至相關處室或併入相關組。 貳、 五成以上的受試者認同設備組長、資訊組長、註冊組長可由「專任學校行政人員擔任」。 參、 七成以上受試者認同「各校在總員額不變的前提下，彈性調整專任、兼任、委外與聘僱人力」。 肆、 五成以上的受試者認同學校在實施組織再造時，可以「檢視工作項目、精簡行政流程」、「依據學校需求，調整行政組織」、「爭取社會資源，改善辦學環境」、「依照教學需要，聘用支援人員」、「善用資訊網路，建構網路平台」之策略為之。 伍、 大多數受試者認同「與教學無關的行政工作，採勞務外包處理」。 陸、 約七成六的受試者不認同主計、人事合署辦公。 柒、 約八成受試者認同遴聘兼任教師；約六成九的受試者不認同遴聘巡迴教師；約五成二的受試者不認同數校共聘教師。 最後，根據上述研究結論，提出具體建議，以供教育行政機關、學校行政及未來研究之參考。 / First all, this research adopts literature review to probe into the condition of school administrative structure, relevant concepts of school organizational reconstruction, and the current situation of administration of Taipei County junior high schools. Then research objects are school principal, incumbent administrators and people who were ever being concurrently administrative teachers before, and use author’s compilation, “Taipei County Administrative Organization Reconstruction Questionnaire” for survey to figure out relevant opinions of Taipei County junior high school organization reconstruction. Finally, visiting headmasters or directors of four testing Taipei County junior high schools in the academic year 2003 can try to understand the motivation of trial, the process of execution, and difficulties they have experienced etc. It expects that questionnaire and interview method of collecting the related data can provide valuable information to chief education administrative organization as a reference for revising regulation and system planning of junior high school organizational reconstruction, or scholar’s relevant research. According to literature review, questionnaire, the result of interview, conclusion are summarized as the followings: 1. Adjustment opinion for each location and section of school administrative organization and basic duty a. Suggest Dean's Office to add “Research Development Team” or “Course Research Team” etc. b. Recognize Education Guidance Section set up, but suggest changing name as “Student Affair Section”. c. Recognize to “keep” disciplinary section of general administration section. d. Besides suggestion of changing name as “Consultation Center”, “Student Consultation Center”, and “Guidance Affair Section”, it also suggests that abolishes it and transfers to the related section which bases on business character or merge into the related section. 2. There is more than 50% of interviewers cognize facility section director, information section director, registration office director that can replace by full-time school administrative personnel. 3. There is more than 70% of interviewers who think that “under the unchanged of total prescribed number in each school, it can be flexible to adjust as full time, part time, subcontracting, and hiring human resource”. 4. There is more than 50% of interviewers who recognize can “Evaluate task item, simplified administrative process”, “Adjust administrative organization according to school requirement”, “Get social resource and improve school establishment environment”, “Hire assistants according to teaching requirement”, “Cherish information network and set up network platform” etc policies when executing organizational reconstruction. 5. The majority interviewers recognize “Administrative task which is not related to teaching and apply labor service a process of contract”. 6. The majority interviewers don’t recognize that auditing department and human resource department shall be together in an office. 7. There is more than 80% of interviewers recognize to select or hire part-time teachers; around 69% of interviewers don’t think to select circulating teachers; and around 52% of interviewers don’t think to hire teachers together in several schools. In short, according to the above research result, it proposes concrete suggestions to provide education administrative organization, school administration, and the future research as a reference.

本研究旨在探討國民中學校長服務領導、組織學習與學校行政服務品質之關係，以及不同背景變項之校長服務領導、組織學習與學校行政服務品質的差異性分析，進而建構及驗證其互動模式，並提出研究結論與建議。 本研究採用問卷調查法，針對校長服務領導、組織學習與學校行政服務品質等三個變項進行探究。由文獻探討分析中，建立研究架構及理論基礎，其次本研究以台灣地區公立國民中學的教師為母群體，依北、中、南、東四區以分層隨機抽樣方法進行抽取樣本，共計抽取675位國民中學教師，問卷回收603份，有效問卷為552份，回收率為81.8％。問卷調查結果採用描述性統計、二階驗證性分析、信度分析、t 考驗、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法進行分析。本研究之主要發現如下： 一、國民中學校長服務領導、組織學習與學校行政服務品質之現況屬中上程度。 二、「校長性別」與「校長學歷」對「校長服務領導」、「組織學習」、「學校行政服務品質」的影響並無顯著差異。 三、「校長年齡」與「在本校的服務年資」對「校長服務領導」、「組織學習」、「學校行政服務品質」達顯著差異。 四、不同「教師年齡」與「教師年資」的教師對「校長服務領導」、「組織學習」與「學校行政服務品質」的知覺程度未達顯著差異。 五、不同「教師學歷」教師知覺「校長服務領導」、「組織學習」未達顯著差異，對「學校行政服務品質」則達顯著差異。 六、不同「教師性別」教師知覺「校長服務領導」達顯著差異，對「組織學習」、「學校行政服務品質」則未達顯著差異。 七、不同「職務」教師知覺「校長服務領導」、「組織學習」、「學校行政服務品質」達顯著差異。 八、不同「學校規模」教師知覺「校長服務領導」、「學校行政服務品質」達顯著差異，對「組織學習」則未達顯著差異 九、不同「學校建校歷史」教師知覺「校長服務領導」、「組織學習」、「學校行政服務品質」達顯著差異 十、校長服務領導、組織學習對學校行政服務品質有顯著預測力。 十一、校長服務領導、組織學習與學校行政服務品質彼此之間具有高度正相關。 十二、校長服務領導、組織學習與學校行政服務品質之間的結構關係良好。 十三、校長服務領導對組織學習與組織學習對學校行政服務品質有顯著直接效果。 十四、組織學習具有校長服務領導對學校行政服務品質關係的中介效果。 最後，根據研究結果提出相關建議，俾提供教育行政機關、學校單位及後續研究之參考。 / The main purpose of this study is to explore the relationship among principals' servant leadership, organizational learning and school administrative service quality in junior high schools and the different effects from the different background factors. An interactive model was constructed and confirmed, and some research conclusions and suggestions were offered. This study adopted questionnaire survey method , aiming the relations among principals' servant leadership, organizational learning and school administrative service quality. According to related literature analysis, the research frame and theory were constructed. This research conducted a survey-questionnaire by targeting on the junior high school teachers. Totally there were 675 junior high school teachers were chosen randomly from north, central, south, and east regions in Taiwan. A total of 675 questionnaires were distributed and 603 questionnaires were received. There were 552 valid returned questionnaires and the ratio of valid questionnaire is 81.8%. The data was analyzed by descriptive statistics, second-order confirmatory factor analysis and reliability analysis, t-test, ANOVA, Pearson correlation, multiple regression and SEM. The major findings of the research are as the followings： 1. The overall performances of principals' servant leadership, organizational learning and school administrative service quality are moderately high. 2.There are no significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of principals' gender, academic degrees. 3. There are significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of principals' age and various years of experience. 4. There are no significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of School teachers’ age and various years of experience. 5. Teachers' academic degrees have no significant and different perceptions in principals' servant leadership, organizational learning；while There are significant differences in school administrative service quality. 6. There are significant differences in the general performance of principals' servant leadership in terms of teachers' gender；while There are no significant differences in organizational learning and school administrative service quality. 7. There are significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of teachers' position. 8. There are significant differences in the general performance of principals' servant leadership, school administrative service quality in terms of school size；while There are no significant differences in organizational learning. 9. There are significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of school history. 10. Both of the principal’s servant leadership and t organizational learning have a significantly predictive effect on school administrative service quality. 11. There are highly positive correlation among principals' servant leadership, organizational learning and school administrative service quality. 12. The assessment of proper fit is supported in a structural equation model among principals' servant leadership, organizational learning and school administrative service quality. It can explain the relationships of the above three main variables. 13. There are significant and direct effects between principals' servant leadership and organizational learning, and also between organizational learning and school administrative service quality. 14. The positive effect of principals' servant leadership on s school administrative service quality could be moderated by organizational learning. Finally, according to the research results, the recommendations were given to provide references for education administrative units, schools and future studies.

University of Macau / Faculty of Education

「國民中小學組織再造及人力規劃試辦方案」政策主要是為了配合九年一貫 課程實施，重視學校本位課程，期透過總量員額管制、調整國民小學組織與人力架構，促進教學與行政責任，期能減輕教師教學及行政負擔，並發揮教育經費使用效益。本研究旨在瞭解臺北市國民小學參與國民小學組織再造與人力試辦規劃方案實施情形與成效、探討臺北市國民小學教師對於國民中小學組織再造與人力規劃試辦方案之認知程度與支持度、瞭解臺北市國民小學教師對於學校滿意度與學校組織規劃之意見。採用文件分析法與問卷調查法二種研究方法。研究者蒐集臺北市國民小學參與「中小學組織再造及人力規劃試辦方案」之相關文件資料，並自編「臺北市國民小學學校組織再造調查問卷」，受試者包括臺北市92至95學年度參與試辦方案之9所國民小學及未參與試辦方案之9所國民小學，普查該18所國民小學之1,000名教師，可用問卷回收率達70.6﹪。茲根據研究所得，做成結論如下。 壹、臺北市參與試辦方案之國民小學為提升學校效能等因素參與試辦後，由試辦小組進行宣導、規劃試辦與檢討，雖面臨配套措施尚未健全等困難，但以各種組織再造策略，期許達成預定目標。 貳、臺北市參與試辦方案之國民小學教師對於試辦成果普遍表示肯定滿意與支持，除達成教育部與臺北市政府教育局之四項預期目標外，並獲得學校成員、家長與學生之高度肯定。 參、臺北市國民小學教師對於國民中小學組織再造與人力規劃試辦方案認知情形屬中等程度。 肆、不同性別、年齡、服務年資、最高學歷、現任職務、學校規模、學校地區、學校校齡、參與方案與否之臺北市國民小學教師對試辦方案認知情形達顯著差異。 伍、臺北市國民小學教師對於國民中小學組織再造與人力規劃試辦方案支持度屬中上程度，且最支持「總量員額管制，彈性調整處室編制」。 陸、不同性別、服務年資、學歷、現任職務與學校地區的臺北市國民小學教師對國民中小學組織再造與人力規劃試辦方案支持度達顯著差異。 柒、臺北市國民小學教師對於組織再造試辦方案整體認知程度與支持度相關情形 達顯著。 捌、臺北市國民小學教師對於「學校整體滿意度」屬中上程度。 玖、不同職務、學校規模、學校地區、學校校齡、參與試辦方案與否之臺北市國民小學教師對學校現況滿意度達顯著差異。 拾、臺北市國民小學教師強烈贊同「部分行政工作可視性質改由『一般行政』或『教育行政』專長之職員擔任，如總務處主任與組長」；同時贊成「學校控留部分教師員額改聘兼任人員」，並相當支持「與教學無關之行政工作採勞務外包」等組織員額彈性規劃之作法。 拾壹、五成以上臺北市國民小學教師同意小幅度調整學校組織架構。 茲根據以上結論，提出教育行政機關與學校執行「國民中小學組織再造與人力規劃試辦方案」之建議如下。 壹、參與試辦方案學校實施成效良好，參與試辦學校數量值得逐年增加，教育部可考慮持續擴大試辦。 貳、安排訪視活動、舉辦成果發表會或成立校際策略聯盟，以瞭解學校試辦情形並分享交流經驗，以利檢討改進。 參、採取漸進式的學校組織再造，小幅度調整行政組織結構。 肆、調整不同學校規模之人員編制或擴大學校行政人員編制。 伍、妥適善用校內外人力資源並控留部分教師員額改聘兼任、代課、教學支援人員。 陸、非屬教學專業之固定項目委外辦理，由教育行政機關統一發包。 柒、依據學校特色與需求，彈性規劃整體組織再造及人力調整，並持續檢討改進。 捌、持續宣導與溝通組織再造與人力規劃試辦方案，並加強特定族群之宣傳，由下而上建立共識，擴大組織再造參與層面。 玖、教育行政機關在法令與經費上提供相關配套措施，增加學校的執行力與行動力。 拾、組織再造與人力規劃試辦方案的推動應由組織結構的調整邁向組織文化的 重塑。 拾壹、對未來研究的建議。 / “The Organization Restructuring and Human Resource Planning Project of the Elementary and Secondary School” policy is a complement to the implementation of Grade 1-9 Curriculum. It emphasizes school-based curriculum and hopes to expand the responsibility of teaching and administration, to alleviate the loads of teaching and administration, and to improves the costs-benefits of educational budgets through total personnel control and adjustment of elementary and secondary schools’ organization and human resource structure. The purposes of this study were to realize the implementation and effectiveness of the organization restructuring and human resource planning project of elementary and secondary schools in Taipei, to investigate the level of cognition and support of this project from the teachers of elementary schools in Taipei, and to understand their satisfaction levels toward school and their opinion regarding organization planning of schools. The research methods used in this study were document analysis and questionnaires. The researcher collected relevant documents regarding this project from elementary schools in Taipei and designed “The Organization Restructuring Questionnaire of Elementary Schools in Taipei”. The participants included 9 participating elementary schools and 9 non-participating elementary schools in Taipei from the academic year of 92 to 95. The questionnaires were sent to 1000 teachers from this 18 elementary schools. The valid rate of return is 70.6 %. The results of this study were as follows: 1.Due to the reasons of being appointed from the educational department, considering the needs of the schools, improving school effectiveness, and activizing school human resources, the elementary schools in Taipei which participating in this project first formed a committee to promote, plan, and evaluate.Although facing the difficulties of immature conceptualization and the void of corresponding interventions, five restructuring strategies including adjusting organization structure, re-designing job duties, re-allocating human resources, teaming the task forces ,and simplifying operation process were used. In addition to attain the four expected goals of the Ministry of Education, it was also hoped that certain goals regarding administration management, organization structure, teaching , learning, and parents’ service were be achieved. 2.The elementary teachers participating in this project expressed general satisfaction and support toward the results. Besides the four expected goals from The Ministry of Education and Taipei City Government Educational Department, highly recognition from the staff, parents and students were acquired. 3.The elementary school teachers in Taipei expressed medium cognition level toward this project. 4.There were significant differences in the cognition level toward this project between gender, age, seniority, education background, position, school scale, school area, and participation or not of the elementary school teachers in Taipei. 5.The elementary school teachers in Taipei expressed medium to high support level toward this project and support “total personnel control and flexibly adjust the organization of units” the most. 6.There were significant differences in the support level toward this project between different gender, seniority educational background, position, and school areas of the elementary school teachers in Taipei. 7.There was significant positive correlation between the cognition level and support level toward this project of the elementary school teachers in Taipei. 8.The elementary school teachers in Taipei expressed a medium to high satisfaction level toward “the general satisfaction of school”. 9.There were significant differences in the satisfaction level toward the present status of school between different position, school scale, school area, school history, and participation or not of the elementary school teachers in Taipei. 10.The elementary school teachers in Taipei strongly agreed that: (1)Some of the administration work can be took by staffs with normal administration specialty or educational administration specialty ; (2)School maintained certain personnel quatos and hire part-time employees . (3)Outsourcing the non-teaching relevant administration work. 11.Half of the elementary school teachers in Taipei agreed small-scale school organization restructuring. According to the above results, suggestions were provided to the administration institutions and schools which participated in the project: 1.The school participating in the project had good performance. Therefore, the Ministry of Education could consider expanding the participation to more schools gradually. 2.In order to share the experience and to benefit improvement, it is suggested to arrange visiting activities, to hold a results presentation, or to establish strategic alliances between schools. 3.Proceed school restructuring gradually and have small-scale administrative organization restructure. 4.Adjust the staffing of different school scales and expand the staffing of school administration personnel. 5.Using the human resources outside from the school more properly and maintain the teacher quotas to employ part-time, substitute teacher or teaching-supportive staff. 6.Outsourcing the non-teaching items through educational administration institutions. 7.According to the characteristics and demands of the schools, plan organization structure and human resources adjustment flexibly and evaluation continuously. 8.Promote and communicate the project continuously and reinforce the advertising to specific audience in order to expand the scope of organization restructuring. 9.In order to increase the execution of schools, educational administration institutions should provide corresponding interventions in laws and budgets. 10.The promotion of the organization restructuring and human resource planning project should move from the adjustment of organization structure to the re-shaping of organizational culture. 11.The recommendation to future research.