本研究在探討目前臺北市高中圖書館人員具備專業資格之情形，以及學校相關人士對高中圖書館人員任用之意見，藉此分析高中圖書館人員任用資格及職系的適切性，以提出高中圖書館人員任用及專業知能提昇上之建議。本研究對臺北市28所公立高中圖書館進行問卷調查，瞭解各校圖書館業務分組、人員專業資格與任用之現況；並透過訪談瞭解學校人員對高中圖書館專業人力配置、人員任用、學校職系規劃、職員輪調制度及專業知能提昇之看法。 研究結果顯示，高中圖書館人員之主要任務為支援教學及協助學習，甚具專業性；人力的專業性在圖書館之經營管理上具有顯著差異，而積極與熱忱的個人特質更是為圖書館人員深化服務之要素。為達成核心任務、健全教學資源中心發展，實應明訂高中圖書館之分組編制及配置圖書資訊專業人員，但法規制度的不夠周延造成目前高中圖書館仍嚴重缺乏專業人力配置，且分組受限、職務權責劃分亦造成資訊人力配置之現況難以深入支援教學資源中心之發展。在人員任用方面，學校主管認為圖書館組長及職員應比照主任，具有專業知能規範，且圖書館專門科目20學分提供了教師兼任圖書館工作者獲得專業知識及資格之重要途徑；高中學校需落實圖書資訊職系設立，且不宜參與學校一般行政人員之輪調，以期專才專用，發揮人才培育的價值。在提昇專業知能方面，繼續教育之型態未來可朝向數位課程發展，以突破人力不足及進修管道缺乏影響人員專業知能提昇之困境。 最後建議，為解決高中圖書人員任用困境，現階段紓解專業人力資源不足之可行方式如下：透過人力資源整合，集眾人之力使知識技能互補而多元；善用數位學習方式及適時搭配實體課程，提供多元圖書資訊進修管道，並鼓勵圖書館工作人員參與進修、組織學習社群，以提昇專業知能、促進專業成長。而更積極的作為是：加強與校長進行溝通，使其瞭解圖書館的功能與價值，以獲得校長對圖書館專業發展的支持；最重要的是能由法規政策進行專業資格制度、圖書資訊職系設立的落實，以獲得圖書資訊專業人力的資源；考量高中圖書館的專業發展，未來建立認證制度以作為專業能力的證明將有其必要性。 / The purpose of reserach is to discuss the librarian’s qualification of senior high school in Taipei city and the current school staff’s opinion on librarian appointment of senior high school, so as to analyize the qualification and job relevance of librarian of senior high school then to make suggestion on librarian appoinment and their professional knowledge improvement. The research implements questionnaries to libraries of twenty eight national senior high schools to realize the library grouping, staff ‘s professional qualification and the appointment of each school; meanwhile, through interviewing and investigating school staff’s opinion on human resource arrangemnt , employment, grade planning, personnel rotation system and professional knowledge improvement. The result shown librarian’s major task is to support teaching, help learning, which combines profession, the professions of human resource in the library management have significant difference and the positive and sincere individual personality is the factor that deepens the service of librarian. For achieving core task and completing the development of teaching resource center, to set up a professional personnel arrangement in the library is needed; however, the regulation is not complete which causes the insufficient professional staff arrangement in the senior high school library; moreover, the current arrangement of information human resource is not able to develop in the supporting learning resource center due to limited grouping and job responsibility division. From personnel appointment; currently, school staff think librarian director and the staff should follow the precedent of director to have professional knowledge; furthermore, the library specialized subject of 20 credits provides teachers who also work at library an important access to obtain professional knowledge and qualification; it is necessary to set up a library and information job system and which is not allowed to have job rotation so that specialized staff can elaborate their profession well and the value of human resource can be developed. In the part of enhancing professional knowledge, further education could be developed toward to digital courses so as to break through the difficulty of insufficient human resource and the access of further education. The classified results suggest, in order to resolve the problem of librarian appointment of senior high school; currently, the available method are as followings: from integration of human resource to combine the power of the general public which enables the knowledge skill to be more complementary and diversified; making the best of digital learning method and properly collocating with substantive course to provide diversified further education accesses of library and information and also to encourage librarian to participate in further study and learning group to enhance their professional knowledge and facilitate their professional growth. The more positive ways are: to strengthen the communication with the school principal to make him more understand the function and value of library then to obtain his support to develop the profession of library; the most significant is to carry out the profession system and job system of library and information so as to obtain the professional human resource of library and information; to consider the professional development of library and to set up a certification system for certificating the profession in the future would be necessary.

過去許多哲人都曾讚揚過音樂之於人的意義，Mozart亦曾言：「音樂應是不刺耳，使人如沐春風」，然而近年來的研究卻指出：幼兒園中的音樂活動經常是所有人唱一樣的內容，並僅以是否有精神、聲音大小做為評斷標準，在這樣的環境下，幼兒究竟聆聽了什麼？從中習得了什麼？是否曾考慮幼兒在音樂發展及表現上的個別差異？ 本研究基於上述的背景，試圖以Gordon幼兒音樂學習理論為基礎，參考相關教材－Music Play一書設計活動後，再到幼兒園進行教學，欲從中了解幼兒在課程參與、音樂性向及歌唱能力等三方面的樣貌，進一步建構研究者自身的教師專業圖像。本研究採行動研究取向，主要分為初探研究及正式研究兩部分：初探研究包含6次各30分鐘的活動，課程進行後重新了解理論並修正內容，再次進行兩個循環的正式行動，第一循環共計10次課程，第二循環為6次課程。課程完全結束後，以課堂錄影、教師省思日誌、幼兒觀察記錄表等工具為基礎，書寫初探及兩個循環研究之改變與收穫。 本研究的發現如下： 1、幼兒課堂參與的情形從嘻笑轉而認真投入，並開始發展個人不同的音樂表現方式；音樂性向隨著音樂環境的多寡有所轉變，經過課程後大多數的幼兒音樂性向略提升；歌唱能力則依個別差異在音高及節奏方面各有所轉變。 2、研究者在研究進行的過程中，發現進行Gordon相關的教學方式，首先要能熟悉理論及教材內容，進一步適應曲調、節奏、音高型與節奏型的唱法後，搭配相關的律動、樂器、遊戲等，除能使教學更符合幼兒的個別差異，教師亦能建構屬於自己的教學內容，以及自身的教師專業發展圖像。 根據本研究的歷程與收穫，研究者提出幾點建議，以供未來研究者與教師做為參考。 / This study attempts to understand the picture that 4-5 years old children learn on through Gordon’s music learning theory for newborn and young children; meanwhile, focus on the changes of teacher’s professional development. This study adopts action research, designs a series of lessons that building on Music Play and accompanied with teaching logs, music aptitude tests, singing performance tests, and observation records. The lessons contain three cycles. The first one is pilot study, within six times and thirty minutes for each lesson. Cycle 2 and cycle 3 are formal research, the former includes ten times and the latter includes 6 times, both 30 minutes for each lesson. The conclusions of this study are : 1)The curriculum of this study can improve children’s musical aptitude, singing performance and participation. 2) Teachers and Researchers should understand and internalize meter, tempo, rhythm, and continuous movement activities within Gordon’s music learning theory for early childhood. With a variety of teaching activities, the teachers will improvise in the classroom, and then construct professional picture of teacher of himself.

關於台灣40-70年代幼兒教育史的研究至今仍以鉅觀探究為主，然而此時期幼兒教育的發展，主要由少數學者推動、開拓而成，其「為何而為」、「如何實踐」尚待探究。 本研究以生命史研究取向，探究一位走過台灣40-70年代的幼兒教育工作者，透過其職業史，探究其職業生涯歷程與社會文化脈絡的關連性，作為瞭解台灣幼教在開拓時期的一個生命性路徑。另外，從生命史觀點，探求個體何以成為幼師，並在其時代背景做出與大多數人相悖的決定，從事幼教工作40年。 通過詮釋歷程，描繪其幼教專業實踐圖像「幼教專業的開拓與轉化」： 一、變動環境中的機緣，作為生命主體開拓的動力 二、幼教專業認同與拋光實踐 三、生命實踐的轉化與傳承 最後，給予未來在「幼師專業」、「幼教師培」及「課程與教學」研究議題上的一些建議。 關鍵字：幼兒教育史、生命史、教師專業實踐 / The researches about the history of early childhood education during 1950-1980 in Taiwan were mostly focus on macro-scope. While during the time, the development in early childhood education was opened up and promoted by a few scholars. It is needed to take more micro-scope view on “Why” and “How” they did it. This research applies life history method approach to study the pioneer of Taiwanese early childhood education in 1950-1980. By analyzing the material of her professional history, the connection of her vocation and social-cultural context is revealed, which is regarded as a life-roadmap for understanding the pioneering era of Taiwanese early childhood education. Moreover, life history method approach is also applied when discussed why individual became an early childhood educator and made decisions against mainstream—devoted oneself into early childhood education for more than 40 years. Through the interpretation, the profession practice map, “the pioneering and transformation of professional early childhood education,” of Mrs. Gao, Huai Sheng is depicted: 1.The opportunities in changing environment as the motivation of a subject. 2.The identity of early childhood education profession and its profession practice. 3.The transformation and passing down of the life practice. Finally, the paper gives some advises on the future research about “the early education profession “, “ teacher education” and “curriculum and teaching.” Key words: history of early childhood education、life history method、 teacher’s profession practice

本研究目的主要在於從協力治理的分析途徑，透過深度訪談協力治理結構中各方主要協力成員，從不同的角度交叉對照並整合多方觀點進行分析，以期深度探討勞委會微型創業鳳凰貸款政策協力治理模式之運作，亦包括此協力治理結構與協力成員角色、協力成員間關係，以及此治理模式運作的回應性。 勞委會微型創業鳳凰貸款政策之協力治理模式，係以政府的主導角色為首跟委外單位、信保基金、銀行與創業顧問所形成的公私協力治理網絡。雖然原先的主要的業務內容與專業知識並非提供微型創業貸款與創業諮詢輔導服務，但是勞委會勞工福利處所選擇的協力成員與建構的協力模式卻體現了協力治理的精神，使其不僅獲得所需要的專業知識與資金，更擴展了政府提供公共服務的界線範圍，透過不斷的調整嘗試，將此貸款政策演化成為目前我國協助弱勢民眾進行微型創業的同類型創業貸款政策裡較為完整的典範。 本研究主要發現包括：一、勞委會中心導向的複雜協力結構與模式，加上協力成員共同參與決策之貸款審查會，使得政策執行流程更長卻比以往更容易取得貸款；二、多元資金來源、高度專業性、政府採購法規定影響公共服務提供的高穩定度與調整改善的動態性；三、信任、共識與溝通的多元反饋管道建立，促進協力模式的穩定度與調整改善的動態性。依此，本研究並提出包括關於增進審查會共識、增加與委外單位的信任感和穩定度關係，協助弱勢民眾創業的措施之三個面向的研究建議。

本研究以問卷方式，調查大台北地區立案之公私立幼稚園其教師對於專業承諾、工作滿足、組織承諾以及生涯選擇之知覺程度。研究對象為大台北地區幼稚園教師共4646人為母群體，採取比例式估計法推估所需樣本，有效問卷共265份。在樣本分析中，有八成的幼稚園教師皆有離職的經驗，且僅一半之幼教師為合格者。研究結果包括：（一）在專業承諾方面，私立幼稚園教師比公立幼稚園高、年齡方面以26-30歲教師最高、無兼行政職比較高、高中職畢業者較在意專業發展；（二）在工作滿足方面，私立幼稚園較低、年齡愈輕者較不滿意、合格幼教師與年資高者皆對工作較滿足；（三）在組織承諾方面，無兼行政職務者、在園年資較少者，以及未婚者對組織承諾的知覺程度較高；（四）在生涯選擇方面，本研究分別以離職與離業兩個構面討論，私立幼稚園教師無論離職或離業之傾向皆較高，較年輕之教師離職傾向較高。

本研究旨在瞭解北北基地區國民小學校長正向領導與教師專業學習社群的現況，並分析教師人口變項、學校環境變項在校長正向領導以及教師專業學習社群的差異情形，最後探討校長正向領導與教師專業學習社群之關係。 本研究以問卷調查法為主，問卷內容以「國民小學校長正向領導與教師專業學習社群關係之調查問卷」（內含基本資料、校長正向領導量表與教師專業學習社群量表）為工具，對北北基地區國民小學進行問卷調查。調查所得資料分別以描述性統計、t考驗、單因子變異數分析、Pearson 積差相關、逐步多元迴歸分析等統計方法實施資料分析，據以進行研究結果的分析與討論。 研究主要發現如下： 一、國小校長在整體正向領導與教師在教師專業學習社群方面表現為中 上程度。 二、國民小學教師人口變項中，不同性別、年齡、服務年資與現任職務 之教師知覺校長正向領導有差異。 三、國民小學教師人口變項中，不同性別、年齡、學歷與服務年資之教 師知覺教師專業學習社群沒有差異。 四、國民小學在環境變項中，不同學校規模之教師知覺校長正向領導與 教師專業學習社群有差異。 五、國民小學校長正向領導各層面與教師專業學習社群為正相關。 六、校長正向領導各層面對於教師專業學習社群有預測力。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、 學校校長、教師以及未來研究之參考。 / This study aimed to explore the relationship between principals’ positive leadership of elementary school and teacher’s professional learning community in Taipei City,New Taipei City,and Keelung. The research has been done with the method of questionnaire survey in order to unveil the current situation of principals’ positive leadership and teacher’s professional learning community. This study also analyzed the differences of perceptions to principals’ positive leadership and teacher’s professional learning community which possessed by teachers with different background and investigated the predictability of principals’ positive leadership towards teacher’s professional learning community while this study also examined the relationship among these two variables. Questionnaire "elementary school principals’ positive leadership and teacher’s professional learning community relationship questionnaire" was used as a researching tool in the implementation of questionnaire survey. Survey data were analyzed by descriptive statistics, t-test, one way ANOVA, Pearson product-moment correlation coefficient, and stepwise multiple regression. The findings are as follows: 1. The perception of elementary teachers towards principals’ positive leadership and teacher’s professional learning community performance was above average. 2. The perception of elementary teachers towards principals’ positive leadership varied due to genders ,ages, working seniorities, current position ,the difference was significant. 3. The perception of elementary teachers towards teacher’s professional learning community varied due to genders, ages, working seniorities, diplomas, the difference was not significant. 4. In the environment variables, the different size of school, teachers perceived difference in principals’ positive leadership and teacher’s professional learning community. 5. Principals’ positive leadership was positively correlated to teacher’s professional learning community. 6. The predicted relations between principals’ positive leadership and teacher’s professional learning community were supported.This study made concrete suggestions to educational authorities, elementary school principal, teacher, and future related studies based on the findings and results.

目前世界上遷徙勞工模式，以南-北遷徙模式為主，而輸入國則為北美地區或歐盟，主要從事高科技業、製造業、服務業或低技術工作。對於遷徙勞工之保障，不論是國際勞工組織、世界人權宣言、歐洲人權公約或經濟社會暨文化權國際公約，都認為對於移工不能有所歧視，其勞動權益應給予與本國勞工相同之對待，因此，對於工作機會及日後的退休生活皆應給予保障。例如國際勞工組織第157號公約認為各會員國應在有關會員國雙方協定之條件下，依照有關履行義務之雙邊或多邊協約，履行其應有義務。而協約內容，應可包括互惠之規定、適用人員種類或各會員國之社會安全機構之合作。 觀察各國作法，國際中對於專業技術承認，主要為證照及學歷認可，分為國與國間承認或民間承認兩種型態，前者多為自由貿易協定，後者則為相關公約。以美國自由貿易協定為例，除了在協定條文中承認協約國教育或相關工作經驗，對於承認之細節，則規範於附則中，包括教育、考試、工作經驗、工作倫理、專業技術發展及再認證，並且於每三年檢討承認之標準與程序。民間承認則可分為學歷承認及專業技術承認兩種公約，其共同點在於皆希望能建立可比較之認證判斷標準、政策及制定程序。本研究認為，簽訂專業技術承認前，應分析個別行業或職業之整體培養過程，此外，專業技術承認首先要做市場調查，其次則應朝向更細部規範，例如簽定後要做定期意見交流及分享認可方式之判斷標準，才能達到教、訓、檢、用合一之精神。最後，本研究亦認為，專業技術承認不會是吸引外國人才流入之主要原因，而是要積極處理勞動條件、產業結構或教育體系問題。 社會安全協定方面，可分為單國自行規範、雙邊協議或多邊協議等作法，移工消除雙重繳費及年資合併則規範於國與國之間之社會安全協定中。惟我國在協約簽訂尚在評估階段，故本研究建議，應檢討國內各種保險間之差異，之後才能針對社會安全協議之更種層次，與他國做協商談判。此外，假使考慮跟中國大陸簽訂社會安全協定，若能解決大陸勞工來台問題，則可積極與大陸簽訂社會安全協定，以保障至大陸工作之勞工權益。對於協約談判時的合併要件，應以工作年資作為合併基礎，始能符合勞工保險之立法目的。此外，若與他國簽訂社會安全協議，應考慮是否有正式邦交關係，若無，則給付建議以一次金方式給予。最後，假使社會安全協議無法順利談成，可先規劃較彈性之移工權益保障政策，例如更彈性的給付方式或透過單國間的立法保障移工權益。 綜上，本研究之建議如下： 一、 專業技術承認應著重於內容分析。 二、 討論專業技術承認後之配套措施。 三、 做好社會安全協定簽訂前之評估。 四、 規劃社會安全協議以外政策。 五、 考慮與中國大陸簽訂社會安全協定。 / The South-North is the main migrant patterns in the world, and most of them work in the North America or EU. For the protection of migrants, no matter in the ILO、Universal Declaration of Human Rights、European Convention on Human Rights or International Covenant on Economic, Social and Cultural Rights , all of them rule that any country or person can’t discriminate against migrants. And must give them the equal opportunity to nations.For example, the convention(No.157) concern that members may give effect to their obligations by bilateral or multilateral instruments In the worlds, most of countries make recognition of qualification through bilateral agreement or Free Trade Agreement, those recognition conclude the education、examination、experience、work ethics and qualification re-development. And through interview, most of experts consider that if we want to make the recognition of qualification, it must have full investigate before sing the agreement. In the end , the research suggest that the recognition is not the main reason to appeal to high skilled migrants, it’s important to upgrade the work condition and education environment in Taiwan . On the other hands, social security agreement can divide into unilateral、bilateral or multilateral agreement. But in Taiwan, whether sign the agreement with other countries or not, It must have full investigate also. Such as the financial problem or the different between all kinds of insurance in Taiwan must be solved. Furthermore, if we don’t sign any social agreement with other countries, a flexible remittance from other countries is good policy substitute for social security agreement. According to the above findings, we suggest： 1. Qulification recognition must focus on the details. 2. Discuss how to form a complete set after signing recognition. 3. To have a full investigation before sing social agreement. 4. To consider a policy for social security agreement. 5. To consider sign social security agreement with China.

本研究旨在探討我國數位典藏館員專業能力，以深度訪談法了解數位典藏計畫、數位典藏工作範圍、功能、角色與能力之看訪，並了解數位典藏館員在數位典藏工作上所遭遇的困難與教育需求。本研究之研究目的為：(1)探討數位典藏的意涵、功能與數位典藏計畫；(2)探討數位典藏館員角色、工作範圍與專業能力；建構數位典藏館員專業能力清單，包括：館員工作範圍、能力領域與能力指標。 本研究透過內容分析與深度訪談探討我國圖書館數位典藏館員專業能力，透過內容分析建構十領域36項指標，以作為意見調查之基礎，經過深度訪談與意見調查，獲得以下幾點結論：(1)定義數位典藏係將有保存價值之實體或非實體資料，透過數位化技術予以保存以提供服務與應用。其範圍涵蓋技術、內容、服務及社群四方面，主要目的在於確保所有數位資料的可用性、持久性、及智慧整合，其具有文化典藏、學術研究、教育與學習、以及加值應用等價值；(2)數位典藏的功能以典藏、加值應用、教學最受受訪者認同；(3)受訪機構大部分仍持續進行的數位典藏；(4)數位典藏館員角色以數位典藏推廣者、文化保存者、資訊服務提供者最受受訪者認同；(5)數位典藏工作部分以委外工作人員、聘請計畫助理與工讀生等方式進行進行；(6)數位典藏館員意見調查修正數位典藏館員專業能力清單提出十領域39項能力指標；(7)數位典藏館員對於能力領域劃分較無太大更動，能力指標以metadata基礎編目能力、溝通協調能力、了解數位典藏理論基礎、具備法律相關知識、對典藏品主題背景應具備了解能力、具備文物保存的基礎知識最受認同；(8)數位典藏館員能力指標依據數位典藏館員類型不同而有所差異；(9)數位典藏館員的困難大多來自於經費、人力與授權；(10)數位典藏館員的教育需求對於透過定期教育訓練培養、和透過工作坊、研討會論壇培養、與經驗的傳承，最受認同。 針對所獲得之結論，本研究提出下列幾點建議：(1)本研究建構之數位典藏館員專業能力清單建議應用在圖書館數位典藏工作能力參考與教育訓練；(2)數位典藏館員加強資訊與數位技術領域方面能力的基礎知識；(3)數位典藏館員遭遇經費與人力困難，希望圖書館能有不同管道獲取經費；(4)數位典藏工作相關教育單位應經常定期開設數位典藏相關教育課程。 / The topic of this study is to examine Digital Archives Librarian’s Competencies in Taiwan. The main purposes of the study are as follows: (1) To investigate the meaning, function of Digital Archives and Digital Archives Program; (2) to examine the role, scope of work and competence of Digital Archives Librarian; (3) Construct Digital Archives Librarians’ elements of proficiency competence, including: scope of work, range of capacity and capability indicators. The conclusion of this study is summarized as follows: (1) Digital Archives is the entities preserves valuable information, and is maintained through the technology of digitalization to provide services and applications. Its’ ranging from the aspects of technology, content, services and the community, the main purpose is to ensure the availability, persistence, and intelligent integration of all digital data, which has cultural the value of reservation, academic research, education and learning, and reservation value-added applications. (2) Digital Archives featuring to collection, value-added applications and teaching are accepted by the most of the respondents archiving. (3) The majority of respondents are still archiving Digital Archives. (4) The roles of the Digital Archives Librarian as reservation, culture preserver and information service provider are agreed by most of the respondents promoter. (5)Preserver and part of the work of Digital Archives to commission contracted sustainability staff, hire project assistants and students part-timers and other ways to attain carry on. (6) Digital Archives Librarian’s opinions amended digital Archives librarian’s list of 10 fields of professional competence of the proposed capacity of 39 indicators. (7) Digital Archives Librarian does not respect the areas of capacity divided much changes, capacity indicators for metadata-based cataloging capabilities, communication skills, understanding of digital Archives theoretical foundation, with legal knowledge, for collection of product themes should have the capacity to understand, with a heritage preservation foundation knowledge of the most recognized.(8) Capacity index digital Archives librarians vary according to their type. (9) Most Digital Archives Librarian’s difficulty came from the funds, manpower and authorization. (10) Digital Archives Librarian’s educational needs of the most recognized are education and training for the periodic training, and through workshops, seminars, forums culture, heritage and experience. Four conclusions are made after studying all the data: (1) Listing Digital Archives Librarian’s capabilities advice can be applied to the library’s digital Archives’ work and as work reference with education and training. (2)Digital Archives Librarian strengthen basic information and knowledge in the field of digital technical capabilities. (3) Digital Archives Librarian encounter difficulties in funding and manpower, hoping to have a different library to obtain funding for the pipeline. (4) Digital Archives’ related educational institutions should regularly open Digital Archives related educational programs.

本研究旨在瞭解目前桃園市國民小學校長賦權增能領導行為、教師專業學習社群與教師組織承諾的現況，分析不同背景變項下之教師，知覺校長賦權增能領導行為、教師專業學習社群與教師組織承諾之差異情形，並探討三者間之關係，最後探討校長賦權增能領導行為與教師專業學習社群對教師組織承諾之預測力分析。 本研究採問卷調查法，共計抽樣31所學校，發出630份問卷，回收547份有效問卷；問卷有效率達95.46%。問卷調查結果以描述性統計、t檢定、單因子變異數分析、皮爾遜積差相關及多元迴歸分析等統計方法加以分析與探討。 本研究獲致結論如下： 一、目前桃園市國民小學教師知覺校長賦權增能領導行為為中高程度，以「參與及自主決策」之知覺程度為最高，「績效責任」之知覺程度最低。 二、目前桃園市國民小學教師有中高程度之教師專業學習社群知覺，以「分享教學實務」之表現為最高，「分享價值願景」之表現最低。 三、目前桃園市國民小學教師在教師組織承諾的知覺為中高程度，以「留職傾向」之表現為最高，「組織認同」之表現最低。 四、桃園市國民小學教師，因性別、擔任職務及學校規模之不同，在知覺校長賦權增能領導行為上有顯著差異。 五、桃園市國民小學教師，因擔任職務及學校規模之不同，在表現教師專業學習社群上有所差異。 六、桃園市國民小學教師，因年齡、服務年資與擔任職務之不同，在表現教師組織承諾上有所差異。 七、桃園市國民小學校長賦權增能領導行為、教師專業學習社群與教師組織承諾的知覺及各分層面，彼此之間具有正相關的關係。 八、桃園市國民小學校長賦權增能領導行為、教師專業學習社群對教師組織承諾具有預測作用，以「校長賦權增能領導行為」的預測力最佳。

本研究旨在瞭解中學校長服務領導與教師專業承諾之內涵與現況，並探討其關係，進而建構及驗證其互動模式，並依研究結果提出建議。 首先，進行初步文獻探討，作為本研究之研究架構的理論基礎；其次，以問卷調查法進行研究調查，問卷調查樣本以台北縣市國民中學及完全中學為教師研究對象，共抽樣645人，問卷回收523份，有效問卷517份，以分析現況及驗證理論；最後，依據研究結果進行討論與結論建議。研究主要發現如下： 一、中學校長服務領導與教師專業承諾內涵與現況 (一)中學校長服務領導包括為人文關懷、願景分享、專業創新、理性說服四個向度，看法得分情形屬於中等程度。以「願景分享」的看法得分最高；而以「專業創新」的看法得分最低。 (二)中學教師專業承諾包括專業認同與投入、專業關係與留職、專業倫理與進修三個向度，看法得分情形屬於高程度。「專業認同與投入」的看法得分最高；而以「專業關係與留職」的看法得分最低。 二、不同背景變項在中學校長服務領導與教師專業承諾之差異情形 (一)不同背景變項在中學校長服務領導得分方面：性別、年齡、服務年資、現任職務、學校規模、學校類型及校長性別有顯著差異。 (二)不同背景變項在中學教師專業承諾得分方面：年齡、學歷、現任職務、學校規模、學校所在地及學校類型有顯著差異。 三、中學校長服務領導與教師專業承諾間存在正向的關係 四、中學校長服務領導對教師專業承諾發展模式適配度良好 前因變項（中學校長服務領導）對後果變項（中學教師專業承諾）具有顯著的影響力。 最後，本研究根據研究發現，提出相關建議，俾提供教育行政機關、中學校長以及後續研究參考。 / The main purpose of this study is to investigate the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools. This study included literature analysis and questionnaire survey to be the survey methods. The purpose of literature analysis was aimed to explore the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools. Based on arranging related theory, researcher made the questionnaires of this study. The data of this study was analyzed 517 sampling subjects by description statistics, t-test, ANOVA and LISREL model. According to the statistics analysis of the questionnaire, we can get the following results. A. In the aspect of principals’ servant-leadership in secondary schools 1. The principals’ servant-leadership includes four parts, which are (1) humane concern, (2) vision sharing, (3) professional innovation and (4) reasonable persuasion. For all, the best dimension is “vision sharing”. 2. Sexual, age, years of service, incumbent duty, school scale, school type, and principals’ sexual have significant influences on principals’ servant-leadership. B. In the aspect of teachers’ professional commitment 1. The teachers’ professional commitment includes three parts, which are (1) professional identity and job involvement, (2) professional relationship and position-retaining intention, (3) professional ethics and advanced study. For all, the best dimension is “professional identity and job involvement”. 2. Age, highest education, incumbent duty, school scale, school site, and school type have significant influences on teachers’ professional commitment. C. In the aspect of the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools 1. There was positive correlation existed between principals’ servant-leadership and teachers’ professional commitment in secondary schools. 2. Principals’ servant-leadership in secondary schools did promote teachers’ professional commitment. In the last part, according to the findings and results, the researcher proposed some suggestion for the educational officers and the principals of secondary schools, hoping to benefit the improvement and development of education of secondary schools in the future.