本研究旨在探討我國學校創新經營與學校效能的實際效果，藉由整合2003到2009年的25篇博碩士論文的研究數據，探討學校創新經營與學校效能兩變項的相關性、調節變項的影響力、及跨變項相關作用的結果。 在研究方法上採用後設分析技術進行，結果分析共分三部分，第一部分是學校創新經營與學校效能的後設分析，有25篇研究納入分析；第二部分在確認調節變項的存在與其對兩變項平均相關的干擾效果，分別以地區及轉型領導等2變項投入；第三部分在釐清跨變項間的相關情形，兩兩變項間須至少有5篇以上的數據才會投入分析。 綜合研究結果及文獻，得到三項研究結論： 一、 學校創新經營與學校效能的效應量有顯著相關，且在程度上為大效應量。 二、 轉型領導為學校創新經營與學校效能間的調節變項。 （一） 地區特徵不會影響學校創新經營與學校效能的相關性。 （二） 轉型領導是影響學校創新經營與學校效能的異質因素，其與效應量有同方向變動關係。 三、 學校創新經營與學校效能跨變項間均具有顯著相關，且各效應量在程度上均為大效應量。 （一） 整體學校創新經營與個別學校效能間均有顯著相關存在，其中以行政績效表現與整體學校創新經營的平均效應量為最高。 （二） 整體學校效能與個別學校創新經營間均有顯著相關存在，其中以行政管理創新與整體學校效能的平均效應量為最高。 （三） 個別學校創新經營與個別學校效能間均有顯著相關存在，其中以行政管理創新與行政績效表現的平均效應量為最高。 爰依上述研究結果，提出五項建議如下 一、 各縣市政府可多辦理獎勵型的創新經營比賽。 二、 進行學校創新經營時，建議校長使用轉型領導策略。 三、 建議學校從事創新經營應重視組織文化之改變。 四、 建議學校創新經營策略之擬定，宜先確定效能標的。 五、 對未來研究在取樣地區、方法使用及變項設定的建議。 / The purpose of this study is to confirm the effect size of school innovative management and school effectiveness. Researcher analyze mean correlations, moderators’ effect, and correlation across two variables which are school innovative management and school effectiveness by collecting data of 25 theses published in 2003-2009. Meta-Analysis divides results into 3 parts. The first part takes 25 theses into calculation for estimating mean correlations between school innovative management and school effectiveness. The second part is trying to examine the existence of moderators and their moderate effects on the mean correlation. This study sets 2 possible moderators that are areas and transformational leadership for analyzing. The third part is to clarify the relationship across variables. For the sake of keeping a stable effect size, every analysis must build on 5 valid theses’ data. The main conclusions are as follows: 1.There is significant correlation between school innovative management and school effectiveness, and the effect size is demonstrates high effect. 2.Transformational leadership is the moderator that influences school innovative management and school effectiveness. 2.1 The area variable did not moderate the effect size. 2.2 Transformational leadership is the variable that moderates the effect size of school innovative management and school effectiveness. 3. Every Analysis across variables shows significant correlations, and the effect size is demonstrates high effect too. 3.1 In dimension of total school innovation versus single school effectiveness, all effect sizes are significant, and the strongest mean correlation is administrative effectiveness. 3.2 In dimension of total school effectiveness versus single school innovation, all effect sizes are significant, and the strongest mean correlation is administrative innovation. 3.3 In dimension of single school innovation versus single school effectiveness, all effect sizes are significant, and the strongest mean correlation is administrative innovation versus administrative effectiveness. According to the above conclusions, some suggestions have been proposed: 1. Local governments can hold innovative race with award to encourage schools. 2. Principals can use transformational leadership strategy to initiate innovation. 3. Change the rigid organizational culture when schools execute innovation. 4. Define the effective target before the innovative strategies are formed. 5. Suggestions for future researches: About area, method and setting variables.

家族企業在全世界皆是商業活動中的重要組織型態。因此在過去就有許多國內外研究針對家族企業的特色以及其對績效的影響作探討，但結果相當分歧。因此，本研究希望藉由後設分析(meta analysis)研究方法將過去個別研究的結果，透過計量方法以獲得一特定結論。本研究蒐集23篇過去研究台灣家族企業績效之文獻共29個樣本，以後設分析效應量觀察台灣家族企業與非家族企業之績效是否有顯著差異；以及哪些干擾變數會影響家族企業與非家族企業的績效。在實證分析中，以敘述統計觀察，文獻結論多為家族企業績效優於非家族企業；而以後設分析的效應量觀察，發現總體效應量與個別以ROA、ROE、Tobin’s Q作為績效的效應量皆顯示家族企業的績效優於非家族企業，其中總體效應量和Tobin’s Q的效應量為統計上顯著，說明此研究範圍中家族企業績效較佳的發現。而觀察干擾變數的效應量，以ROA、ROE作為績效衡量時，文獻樣本數為顯著的干擾變數，當文獻樣本數在700以下時，家族企業績效優於非家族企業，樣本數700以上時，反之；在以ROE為績效指標時，文獻類別為具影響的干擾變數，當文獻為學術期刊時，家族企業績效遜於非家族企業，當文獻為學位論文時，反之；以Tobin’s Q作為績效指標的實證發現，以家族成員持股率為家族企業定義時，家族企業績效顯著優於非家族企業。以上實證結果證實了利益收斂假說與家族企業富不過三代之說法。 / Family firm is a significant type of business organizations in the whole world. Therefore, many researches have been done for discussing the characteristic of family firms and how family firms influence organization’s performance. However, the results are varied. Hence, the purpose of this thesis is to get a generalized conclusion about family firm’ performance by Meta analysis’s quantitative method which collect the results from past related researches. The samples of this thesis are from 23 past researches based on Taiwanese family firms. This thesis calculates Meta analysis’s effect sizes to examine the difference of performances between family firms and non-family firms and examine which are the moderator variables that impact the performances. Consequently, description statistics shows that most researches result the performances of family firms are better than non-family firms. In addition, Meta analysis also shows the same finding in total mean effect and Tobin’s Q which are statistical significances on effect size. With regard to moderator variables’ effect sizes, sample size is a moderator variable with statistical significance when ROA and ROE as performance index. While sample sizes are below 700, the performances of family firms are better than non-family firms, vice versa. Additionally, type of sample is a moderator variable when ROE as performance index. While simples are Journal articles, the performances of family firms are worse than non-family firms, vice versa. Furthermore, definition of family firm is a moderator variable as well when Tobin’s Q as performance index. While simples define family firms by family members holding rate, family firms’ performance are better. In conclusion, above findings prove that convergence of interest hypothesis and great men's sons seldom do well.

本研究旨在探討國內校長服務領導與學校效能關聯性之實際效應量，採用後設分析法進行數據分析與討論，藉由整合17篇文獻及研究數據，探討校長服務領導與學校效能之關聯性，並分析調節變項所帶來的影響力。 本研究提出以下三項結論如下：壹、校長服務領導與學校效能在整體層面間具有高度且正向的關聯性；貳、整體校長服務領導與學校效能分層面間具有高度且正向的關聯性；參、校長服務領導與學校效能關係間存在調節變項，包括任教階段及碩士學歷比等研究特徵具有調節作用。 最後，根據上述研究結論，提供相關教育相關人員與單位研究建議作為參考，並提供未來研究建議作為後續研究者研究之依據。 / The main purpose of this research is to prove the correlation between principals’ servant leadership and school effectiveness in Taiwan. The present research employs meta-analysis as methodology based on the findings of 17 master theses concerning principals’ servant leadership and school effectiveness, and moderator the two variables as the relationship between study characteristics are. This result indicates as following: 1.There is a positive and high correlation between whole principals’ servant leadership and school effectiveness. 2.There is a positive and moderate correlation between whole principals’ servant leadership and school effectiveness. 3.Education ratio and school location is the variable that moderates the effect size of principals' servant leadershiand school effectiveness. Based on the above findings, the researcher provided several suggestions for school leadership, education practices and future research.

本研究旨在探討我國教師組織公民行為前置變項之研究，藉2000年至2010年間72篇論文及期刊之研究數據，以後設分析方法分別投入不同篇數進行教師組織公民行為之研究，探討教師組織公民行為及其前置變項之相關、差異分析影響等研究。本研究主要發現：（一）領導行為之轉型領導與服務領導分別與教師公民行為之效果值有顯著相關。（二）不同背景變項對教師公民行為之效果值有顯著差異，且在程度上具大效果值。（三）教師態度變項之教師組織承諾與教師工作滿意度分別與教師公民行為之效果值有顯著相關。（四）組織文化變項與教師公民行為之效果值有顯著相關。（五）教師內部行銷變項與教師公民行為之效果值有顯著相關。而本研究的結論與建議為學校領導者應善用教師組織公民行為之前置變項以促進教師組織公民行為之展現。 / The main purpose of this studyis to synthesize the researches by using meta-analysis methods (fixed and random model) on antecedents of teachers’ organizational citizenship behavior in elementary and secondary schoolsin Taiwan.The researcher analyzedthe correlation coefficient effect size and standardized mean difference effect size by collecting data from 72 theses and journals published during 2000-2010, and the effect sizes were calculated by Comprehensive Meta Analysis software. The main findings of this study: (1) There is the significant correlation betweentransformational leadership and teachers’ organizational citizenship behavior, as well as the significant correlation between teachers’ organizational citizenship behavior and servant leadership; (2) Teachers with various background have differences in their organizational citizenship behavior, which contains obvious effect size to the extent; (3) There is the significant correlation between teachers’ organizational commitment and teachers’ organizational citizenship behavior, as well as the significant correlation between teachers’ job satisfaction and teachers’ organizational citizenship behavior; (4) There is the significant correlation between organizational culture and teachers’ organizational citizenship behavior;(5) There is the significant correlation between teachers’ internal marketing and teachers’ organizational citizenship behavior.As a result, some suggestions are provided for school leaders and future research.

本研究旨在使用後設分析方法探討我國校長課程領導與教師教學效能之關聯性。藉由2002年至2012年間研究此兩變項相關之15篇博碩士論文的研究數據進行後設分析，討論兩變項整體相關性以及細部跨變項的相關性。並投入性別、服務年資、學歷、是否兼任行政職務、學校層級及研究地區等特徵，探討其在校長課程領導與教師教學效能關係中是否具有調節作用。本研究主要發現：（一）整體校長課程領導與整體教師教學效能之間具有正向的相關性。（二）整體校長課程領導與教師教學效能細部構面間皆有正向相關性。（三）整體教師教學效能與校長課程領導細部構面間皆有正向的相關性。（四）校長課程領導與教師教學效能各細部構面間具有正向的相關性。（五）新進教師比與研究所學歷比在校長課程領導與教師教學效能間具有調節作用。（六）性別比、兼任行政職務比、學校層級及研究地區在校長課程領導與教師教學效能間不具有調節作用。 最後，依據研究結論針對實務及後續研究提出參考。 / The main purpose of this study is to conduct a meta-analysis on the relationship between principal curriculum leadership and teacher teaching effectiveness. The research data were collected from 15 independent doctoral or master theses on the relationship between these two variables, all of which were published during 2002-2012. The study discusses the relationship between two variables and each variable between the sub-variables. The study also discusses whether variables moderate the relationship, including gender, working years, education background, administration affairs, school levels and the research location. 　　The main findings of this study are: (1)There is a positive relationship between principal curriculum leadership and teacher teaching effectiveness. (2)There are positive relationships between principal curriculum leadership and the sub-variables of the teacher teaching effectiveness. (3)There are positive relationships between the sub-variables of the principal curriculum leadership and the teacher teaching effectiveness. (4)There are positive relationships between the sub-variables of the principal curriculum leadership and the sub-variables of the teacher teaching effectiveness. (5)The percentage of newly-employed teachers and the percentage of teachers with masters or higher degree are found the significant moderators between principal curriculum leadership and teacher teaching effectiveness. (6) The gender-ratio, teacher-as-administrator ratio, the school levels and the location are found not the significant moderators between principal curriculum leadership and teacher teaching effectiveness. The researcher provides suggestions for future research and practice according to the findings.

本研究旨在探究校長正向領導與學校效能之相關情形，透過整合15篇相關研究數據，採用後設分析為研究方法，期以巨觀角度探究我國校長正向領導與學校效能關係之現況，並分析調節變項之影響情形。本研究樣本的調查對象為現職初等、中等學校之教職員，並以教師性別（男性比）、擔任職務（兼行政職務比）、研究地區（分為北部6篇、中南部3篇、全國6篇研究）及學校教育階段（分為國小9篇、國中3篇、中等學校3篇研究）為調節變項加以分析。 本研究獲致結論如下： 壹、正向領導與學校效能相關研究有成長趨勢，又以北部地區、國小教育階段居多。 貳、整體正向領導與學校效能關係為正相關，具大效應量。 參、正向領導分層面與學校效能關係均為正相關，且為大效應量。 肆、建立正向關係與學校效能間相關程度最高。 伍、研究地區、學校教育階段對於整體正向領導與學校效能關係具有調節效果。 一、研究地區：關聯程度北部大於中南部。 二、學校教育階段：關聯程度隨學校教育階段升高而有提升之趨勢。 陸、研究地區、學校教育階段對於校長正向領導分層面與學校效能關係皆具有調節效果，另，教師性別為正向溝通與學校效能關係之調節變項。 一、研究地區：北部地區校長正向領導分層面與學校效能的關聯性均較中南部地區為高。 二、學校教育階段：正向領導分層面的正向氣氛、正向關係、正向溝通與學校效能之關係隨學校教育階段愈高而愈強；正向意義與學校效能關係之強度隨著學校教育階段的升高而有降低之趨勢。 三、教師性別：男性教師所佔的比率越高，正向溝通與學校效能的關聯性越高。 最後，根據研究發現提出建議，以供學校校長、學校教育人員及未來研究者參考。 壹、積極實施校長正向領導以促進學校效能。 貳、從正向關係著手，有效實施正向領導。 參、以南部學校為重，加強推廣正向領導。 肆、從中等學校著手，積極推動正向領導。 伍、從初等學校著手，強調賦予正向意義。 陸、與男性教師相處可多運用正向溝通。 / The purpose of this study is to explore the relationships between principals’ positive leadership and school effectiveness by integrating the findings of 15 researches related. In order to understand the current status of the relationships between principals’ positive leadership and school effectiveness in Taiwan on a macroscale and explore the influences from moderator variables, the present research employs meta-analysis as methodology. Educators of elementary and secondary education were recruited as samples, and teachers’ gender (male ratio), positions (administrative ratio), location of research (including six papers of the north, three papers of the central south, and six papers of national) and education level of school (including nine papers of elementary school, three papers of junior high school, and three papers of secondary) were adopted as moderator variable. The findings of this study were summarized as follows: 1.The researches about principals’ positive leadership and school effectiveness showing a growth trend, and mostly in the north and elementary school. 2.The overall principals’ positive leadership is positively correlated with school effectiveness, and the effect size is large. 3.The sub-variables of principals’ positive leadership are positively correlated with school effectiveness, and the effect size are large. 4.The correlation between positive relationship and school effectiveness is strongest. 5.The location of research and education level of school as a moderator variable in the relation between overall principals’ positive leadership and school effectiveness. (1) The location of research: the correlation of the north is bigger than the central South. (2) The education level: the correlation will enhance as the education level increases. 6.The location of research and education level of school as a moderator variable in the relation between sub-variables of principals’ positive leadership and school effectiveness. In addition, teachers’ gender has moderating effects only between positive communication and school effectiveness. (1) The location of research: the correlation between sub-variables of principals’ positive leadership and school effectiveness of the north are stronger than the south. (2) The education level: the correlation between positive climate, positive relationship, positive communication, positive meaning, and school effectiveness will enhance as the education level increases; however, the correlation between positive meaning and school effectiveness will decrease as the education level increases. (3) Teachers’ gender: the higher the proportion of male teacher is, the stronger the correlation between positive communication and school effectiveness will be. Suggestions were made based on the findings of this study to serve as reference for school principals, school educators and future researches. 1.Implement principals’ positive leadership positively to promote school effectiveness. 2.To implement positive leadership effectively, one has to start with positive relationship. 3.Put schools of the south first and keep popularizing positive leadership. 4.Promote positive leadership positively starting with secondary education. 5.Emphasize the reinforcement of positive meaning starting with elementary education. 6.Get along with the male teachers can use positive communication more often.

本研究係以「後設分析」為研究方法，共採納國內二十四篇「人格特質與教師幸福感」與「社會支持與教師幸福感」的相關研究，以探究我國當前人格特質、社會支持與教師幸福感的現況，並探討不同調節變項對「人格特質與教師幸福感」或「社會支持與教師幸福感」的相關性之影響情形，其分析結果如下： 整體人格特質與教師幸福感在隨機效果模式下，其平均效應值為0.4330，表示教師的人格特質對其幸福感具有中高程度(.10<0.4330<.50)的正向影響。然整體人格特質與教師幸福感間卻存在高異質性(Q=65.22；p<.001)，經研究結果發現，具有顯著差異的調節變項有：教師性別、婚姻狀況、教育程度以及任教階段共四項。 此外，人格特質的細部構面（神經質、外向性、開放性、友善性、嚴謹性）與教師幸福感在隨機效果模式下，除神經質對教師幸福感具有中程度(.10<|-0.3952|<.50)的負向影響外；其他人格特質，如外向性、開放性、友善性、嚴謹性等都對教師幸福感具有中至高程度的正向影響。然人格特質的細部構面（神經質、外向性、開放性、友善性、嚴謹性）與教師幸福感間卻都存在高異質性(p<.001)，經研究結果發現，具有顯著差異的調節變項有：教師性別、年齡、婚姻狀況、教育程度、任教階段以及任教地區共六項。 而社會支持與教師幸福感在隨機效果模式下，其平均效應值為0.5564，表示教師若獲得社會支持的程度愈高，其幸福感也會愈高，兩者間具有高程度(0.5564＞.50)的正向影響。然儘管社會支持與教師幸福感間存在高異質性(Q=326.45；p<.001)，經研究後，受限於所納入的資料，未能發現具有顯著差異的調節變項。 最後，根據研究發現提出具體建議，以供教師、學校、相關教育行政單位及未來研究者參考。 / The present research employs meta-analysis as methodology based on the findings of 24 researches related to both the relationships between personality trait and teacher’s well-being, and the relationships between social support and teacher’s well-being. The purpose of this study is to understand the current status of the relationships between personality trait, social support and teacher’s well-being in Taiwan. The main findings of this study were summarized as follows: Under the random-effects mode, the average effect value suggests that the mean effect size of personality trait and teacher’s well-being is 0.4330. There is a high heterogeneity between the overall personality traits and teacher’s well-being(Q=65.22；p<.001). For the relationships between personality trait and teacher’s well-being,4 moderators（i.e., teacher gender, marital status, educational level and teaching stage）have a statistically significant impacts on the mean effect size for outcomes. Under the random-effects mode, the average effect results between the detail of personality traits and teacher’s well-being suggests that in personality traits, only neuroticism on teacher’s well-being with moderate (.10 <| -0.3952 | <.50) negative impact; other personality traits, such as extroversion, openness, agreeableness, conscientiousness, etc. have a sense of teacher’s well-being moderate to high degree of positive impact. There is a high heterogeneity between the details of the personality traits and teacher’s well-being(p<.001). For the relationships between The detail of the personality traits and teacher’s well-being, 6 moderators（i.e., teacher gender, age, marital status, educational level, teaching stage and teaching area）have a statistically significant impacts on the mean effect size for outcomes. Under the random-effects mode, the average effect value suggest that the mean ESs of social support and teacher’s well-being is 0.5564. Although there is a high heterogeneity between social support and teacher well-being (Q = 326.45; p <.001). Due to limitations of the study, there shows no significant difference on moderator variables The findings not only provide helpful information to teachers, schools, education authorities, but also generate practical suggestions for future studies.

此後設分析研究檢驗實驗處與脈絡變項變項對學生學業成就動機的影響，作者從293份研究中取得2542個效應量。結果發現，無論是脈絡變項還是實驗處理，只要能夠滿足學生對能力感、親密感、以及自主感的需求，皆能夠促進學生的成就動機；最有效的是能夠滿足學生能力需求或者滿足兩種需求以上的處理。至於中介變項的影響，性別並沒有發揮作用；各種自變項在不同教育或年齡階段，有不同的影響力。最後，作者針對教育實務與未來研究方向提出若干建議。 / A meta-analysis was performed to examine the effect of experimental treatments and contextual variables on students’ academic motivation. 2,542 effect sizes were collected from 293 studies. It was found that contextual variables or experimental treatments which strengthened students’ sense of competence, relatedness, and autonomy could facilitate their achievement motivation. The variables gratifying the need of competence and those meeting two needs or more had the greatest impact. The effect of four moderators was also analyzed. It was found that the treatment-motivation relationship was gender-free. Types of contextual variable had different impact at different educational levels. In conclusion, some suggestions are provided for educational practice and further study.

複合式品牌延伸是近年來推出新產品時常用的策略，指的是兩個品牌共同推出一個新產品，而這個新產品是兩者過去從未碰觸的產品類別，且新產品的名稱中包含了兩個品牌原有的品牌名。當一個品牌聯盟形成並研發出新產品之後，在包裝或是廣告中的產品名稱，便成為傳達新產品概念最直接的方式。 Park, Jun, and Shocker (1996)提出一個模式，描述消費者形成對於複合式品牌延伸概念認知的過程。根據這個模式，如果消費者看到「Slim-Fast chocolate cakemix by Godiva」這個產品名稱，他們會先把產品「chocolate cakemix」及「Slim-Fast」這個品牌結合起來，在心中先形成一個新的概念，然後再把這個新的概念跟「Godiva」這個品牌結合起來，形成這個複合式品牌延伸產品的最終概念。由於Slim-Fast在這個新產品概念的形成過程中，先跟該產品結合，因此消費者會認為，這個產品與Slim-Fast的關聯性比跟Godiva來得強，也比較可能屬於Slim-Fast的產品之一。然而，在上述這個複合式品牌產品名稱中，Slim-Fast也位在整個品牌名稱短句的句首，一個合理的懷疑是，該產品與Slim-Fast相對強烈的關聯性，也有可能來自於其位於短句句首的位置導致。 對於上述複合式品牌延伸產品與其中一個品牌較強的關聯性，本研究參考不同的語言學理論，提出另外一個可能的解釋：位於品牌名稱短句句首的品牌，對於這個複合式品牌延伸產品的影響力，會比另一個品牌來得強烈。本研究分別於台灣與美國進行五個實驗，實驗中共使用了數個不同的複合式品牌延伸產品名稱以及品牌產品組合，來測試研究假說。 與過去文獻不同的是，在本研究所使用的多數複合式品牌延伸產品名稱中，消費者的確認為位於短句句首的品牌與該產品關聯性較另一品牌強，且對於該產品的推出負較大的責任，故倘若複合式品牌的其中一個品牌，想要在消費者心中創造一個相對較投入的形象，最有效的方式就是設法讓自己的品牌呈現在新產品名稱的句首位置，除此之外，本研究亦發現，消費者心目中複合式品牌延伸產品的責任歸屬，也會受到兩個品牌相對的強度或行銷能力所影響。 / Composite brand extensions, in which two brands ally themselves to create a composite brand name and enter a different product category, have become a common way for firms to introduce a new product. An important managerial issue after the alliance has been formed and the new product developed is how to communicate the composite brand to consumers with an expression in advertising and on packaging. Park, Jun, and Shocker (1996) propose a model to describe how consumers form their perceptions of a composite brand extension concept. According to this model, if consumers are exposed to the expression “Slim-Fast chocolate cakemix by Godiva,” they first combine the product chocolate cakemix and the brand Slim-Fast to form a new concept in their minds and then combine this new concept with Godiva to create the final composite brand product concept. Thus, consumers perceive the product as more closely associated with and more likely belonging to Slim-Fast than Godiva. However, Slim-Fast is also located in the initial position in this expression. Potentially, the stronger association between the product and Slim-Fast may also come from the word order of the composite brand expression. Considering other linguistic theories, the author proposes an alternative explanation for the strong association between one brand and the extension product in a composite brand expression. That is, the brand in the initial position of the expression will exhibit more strength than its partner. Five studies including several expressions and composite brand alliances were conducted in Taiwan and the United States to test the hypotheses. In contrast with the findings of previous research, the results show that the brand in the initial position of most composite brand expressions is perceived as more closely associated with and more responsible for the extension product than the other brand in the alliance. To show its involvement and association with the co-branded product, standing in the initial position of the expression is a sufficient way for one brand to create a more involved image. The perceived responsibility is also influenced by the relative brand strength or marketing ability of both brands.

本研究旨在使用後設分析方法，以了解國內外有關校長轉型及交易領導與教師組織公民行為之關係，分析文獻包含2000年至2012年之國內外博碩士論文、會議及期刊論文等等，總計共有27篇研究報告及13,525位研究對象。研究包含探討變項間之相關以及調節變項之影響，經同質性考驗後，研究結果發現以下五項結論： （一）校長轉型領導與教師組織公民行為具有正向關聯性。 （二）研究地區、學校層級、受試者男性所占比率、研究發表類型與問卷回收率，對校長轉型領導對教師組織公民行為具有調節效果。 （三）校長交易領導與教師組織公民行為存有正向關聯性。 （四）學校層級、研究年代與問卷回收率，對校長交易領導對教師組織公民行為具有調節效果。 （五）校長轉型領導相較於交易領導與教師組織公民行為之相關聯程度更強。 最後，依據研究結論針對實務及後續研究提出相關建議以供參考。 / The main purpose of this study is to investigate the overall relationships of both transformational and transactional leadership with teacher’s organizational citizenship behavior by using meta-analysis methods. Data were collected from 27 independent studies which include master & doctoral dissertation, theses in seminar and journal papers at home and aboard during 2000-2012. There were 27 research studies with a combined sample of 13,525 participants. The study discussed the relationship between the variables and the effects of the moderators. Testing of homogeneity, there were five major findings of this study as follows:（1）It found a positive relationship between principal’s transformational leadership and teacher’s organizational citizenship behavior.（2）The research areas, the school level, the sample ratio of men, the type of study published and the response rate were found as the significant moderators between principal’s transformational leadership and teacher’s organizational citizenship behavior.（3）It found a positive relationship between principal’s transactional leadership and teacher’s organizational citizenship behavior. （4）The school level, the year of research and the sample ratio of men were found as the significant moderators between principal’s transactional leadership and teacher’s organizational citizenship behavior.（5）Compared to transactional leadership, the transformational leadership of principals were found to have stronger positive correlations with teacher’s organizational citizenship behavior. According to the results, some suggestions were proposed for practical applications and future researches.