本研究旨在瞭解臺北市立國民中學學校領導、學校行政及學校效能之現況與關係，進而建構及驗證其互動模式，以探討參選優質學校的學校領導及行政管理等向度，對其學校效能的影響，並且依研究結果提出建議。 本研究抽取臺北市立國民中學及完全中學國中部共計30所學校，針對學校校長、主任及組長進行調查，總共發出326份問卷調查，收回有效問卷268份。再以描述統計分析、t考驗、單因子變異數分析、相關分析及多元逐步迴歸分析等，探討其實施現況、相關情形及學校領導、學校行政對學校效能之預測力，最後進行討論與結論建議。研究主要發現如下： 一、 臺北市立國民中學學校領導、學校行政及學校效能發展之現況： (一) 學校領導向度包括領導理念、領導團隊、領導作為及領導績效四向度；其整體與各分向度得分皆為中高，其中以領導理念得分最佳。 (二) 學校行政向度包括知識管理、人力管理、事務管理及績效管理四向度；其整體與各分向度得分皆為中高，其中以事務管理得分最佳。 (三) 學校效能包括行政領導、教師教學、學生表現、環境規劃及社區關係五向度；其整體與各分向度得分皆為中高，其中以社區關係得分最佳。 二、 不同背景變項在學校領導、學校行政及學校效能之差異情形： (一) 不同背景變項在學校領導的得分方面：研究發現在年齡、行政年資擔任職務有顯著差異，但在性別、最高學歷、學校類型、學校規模及參選優質學校評選經驗無顯著差異。 (二) 不同背景變項在學校行政的得分方面：研究發現在行政年資、擔任職務、學校類型有顯著差異，但在性別、年齡、最高學歷、學校規模及參選優質學校評選經驗無顯著差異。 (三) 不同背景變項在學校效能的得分方面：研究發現在年齡、行政年資、擔任職務有顯著差異，但在性別、最高學歷、學校類型、學校規模及參選優質學校評選經驗無顯著差異。 三、 學校領導、學校行政及學校效能發展之相關情形： (一) 整體學校領導與整體學校行政間呈顯著正相關(r =.831,p<.001)，學校領導各分向度中，以領導績效與整體學校行政的相關程度最高。 (二) 整體學校領導與整體學校效能間呈顯著正相關(r =.829,p<.001)，學校領導各分向度中，以領導績效與整體學校效能的相關程度最高。 (三) 整體學校行政與整體學校效能間呈顯著正相關(r =.851,p<.001)，學校領導各分向度中，以績效管理與整體學校效能的相關程度最高。 四、 學校領導、學校行政各向度對學校效能之預測情形： 學校領導之領導績效、領導團隊及領導理念對整體學校效能有顯著的預測力；學校行政之績效管理、事務管理及人力管理對整體學校效能有顯著的預測力。 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、國民中學及後續研究參考。 / The main purpose of this study was to investigate school eadership, administration management and school effectiveness in Taipei municipal junior high school. What this study aimed at was to understand the current situation of school leadership,administration management and school effectiveness and the correlation between them. Questionnaire survey is used as the research method in this study. 326 samples were delivered to principals, directors and chiefs of 30 Taipei municipal junior high schools, among them were 268 retrieved valid. The collected data were analyzed by Descriptive Statistical Analysis, t-test, One-way ANOVA, correlation ,Multiple Regression and LISREL model. The analysis of the data revealed the following conclusions: A.In the aspect of school leadership: 1.The school leadership include four parts: (1) leadership philosophy,(2) leadership team,(3) leadership behaviors,(4) leadership performance.The perception of principals, directors and chiefs were above average agreement of the four parts.The best dimension is” leadership philosophy”. 2.Teachers’ age, years of service,and position of service have significant influences on school leadership. But teachers’ sexual, highest educational degree, school types, school size, and experience of Participating in Evaluating the Quality School do not have any significant influences. B. In the aspect of administration management: 1.The administration management include four parts: (1) knowledge management,(2) staff management,(3) affairs management,(4) performance management.The perception of principals, directors and chiefs were above average agreement of the four parts.The best dimension is”affairs management”. 2.Teachers’ years of service, position of service ,and school types have significant influences on administration management. But teachers’ sexual, age, highest educational degree, school size, and experience of Participating in Evaluating the Quality School do not have any significant influences. C. In the aspect of school effectiveness: 1.The school effectiveness include five parts: (1) administration leadership,(2) teaching performance,(3) student learning performance,(4) campus planning,(5) community relations.The perception of principals, directors and chiefs were above average agreement of the five parts.The best dimension is” community relations”. 2.Teachers’ age, years of service, and position of service have significant influences on school effectiveness. But teachers’ sexual, highest educational degree, school types, school size, and experience of Participating in Evaluating the Quality School do not have any significant influences. D. In the aspect of relationships among school eadership, administration management and school effectiveness 1.There was positive correlation and regression existed among school eadership, administration management and school effectiveness. 2.School leadership and administration management did promote school effectiveness. In the last part, the researcher, based on the finding, proposes some suggestions for the education authorities, the junior high schools’ principals, and the future researcher, hoping to benefit the development of junior high school education in the future.