本研究旨在探討宜蘭縣國民中學校長分布式領導、學校創新經營與教師教學效能之現況，剖析不同背景變項在校長分布式領導、學校創新經營與教師教學效能間之差異情形，進而探尋校長分布式領導、學校創新經營對教師教學效能滿意程度上的預測力；最後根據研究結果，提出建議。 為達上述研究目的，本研究採用問卷調查法，以宜蘭縣公立國民中學24所之正式教師、代理教師、特教教師(不含實習教師、代課教師)為研究對象，以分層隨機抽樣方式，共計發出600份問卷調查，回收率達92%，其中可用問卷達87.3%。並利用SPSS Statistics 18.0 統計套裝軟體進行各項統計及分析，獲得以下結論： 一、宜蘭縣國民中學教師知覺校長分布式領導為中高程度，以「清晰的結構與績效責任」之知覺程度為最高，「自信與自我謙遜的校長職位」之知覺程度為最低。 二、宜蘭縣國民中學教師知覺學校創新經營為中高程度，以「資訊科技創新經營」之知覺程度為最高，「外部環境創新經營」之知覺程度為最低。 三、宜蘭縣國民中學教師有中高程度的教師教學效能，以「教學氣氛」之表現程度為最高，「教學策略」之表現程度為最低。 四、宜蘭縣國民中學教師，因其年齡、服務年資、擔任職務及學校歷史之不同，而有不同的校長分布式領導知覺感受。 五、宜蘭縣國民中學教師，因其服務年資、擔任職務及學校歷史之不同，而有不同的學校創新經營知覺感受。 六、宜蘭縣國民中學教師，因其年齡、服務年資、教育背景及學校歷史之不同，而有不同的教師教學效能表現。 七、宜蘭縣國民中學校長分布式領導、學校創新經營與教師教學效能的知覺及各分層面，彼此之間具有正相關關係。 八、宜蘭縣國民中學校長分布式領導、學校創新經營對教師教學效能具有預測作用，以學校創新經營之「課程與教學創新經營」的預測力最佳。 / This research focuses on exploring current School Principal’s Distributed Leadership, School Innovative Management, and Teacher Teaching Effectiveness in Yilan Junior High Schools. This involves dissecting the effect of different external variables on distributed leadership, Innovative Management, and Teacher Teaching Effectiveness, and subsequently explores the level of predictability of Distributed Leadership and School Innovative Management on Teacher Teaching Effectiveness. Last but not least, actionable recommendations are provided based on insightful findings。 To achieve the research objective above, formal surveys were given and collected on full-time, full-time substitute, special education teaching staff across 24 Junior High Schools in Yilan. Using stratified random sampling method, 600 surveys were sent out with 92% reply rate, and with 87.3% surveys used for final analysis. The research uses SPSS Statistics 18.0 software to calculate related statistical results and analysis insights with the following conclusions: 1.Teaching staff across Yilan Junior High Schools consider School Principal’s Distributed Leadership Level as Medium to High, with the highest awareness in “Clear Structure and Accountability”, and lowest awareness in “Confidence and Modesty” 2.Teaching staff across Yilan Junior High Schools consider School Innovative Management as Medium to High, with the highest awareness in “Information Technology Innovation Management” and the lowest awareness in “External Environment Innovation Management” 3.Teaching Staff across Yilan Junior High Schools receive Medium to High level of Teacher Teaching Effectiveness. With the highest awareness in “Teaching Environment” and lowest awareness “Teaching Strategy” having the lowest awareness 4.There were variations in perspective of School Principal’s Distributed Leadership among teaching staff in Yilan as the result of differences in Age, Tenure, Position, and School history 5.There were variations in perspective of School Innovative Management among teaching staff in Yilan as the result of differences in Age, Tenure, Position, and School history 6.There were variations in Teacher Teaching Effectiveness among teaching staff in Yilan as the result of differences in Age, Tenure, Position, and School history 7.Across Junior High Schools in Yilan, School Principal’s Distributed Leadership, School Innovative Management, and Teacher Teaching Effectiveness are positively correlated 8.School Principal’s Distributed Leadership and School Innovative Management are predictive of Teacher Teaching Effectiveness, and with “Curriculum and Innovation Management” having the best predictability

本研究旨在瞭解國民小學校長營造學習共同體與教師教學效能之間的關係。除瞭解國民小學校長營造學習共同體及教師教學效能之現況，分析不同背景變項在校長營造學習共同體及教師教學效能之差異情形外，亦探究校長營造學習共同體與教師教學效能之相關程度，以及探討校長營造學習共同體對教師教學效能之預測情形。 本研究採問卷調查法，研究對象為宜蘭縣國民小學主任、組長、級任教師及專任教師，共發出300份問卷，有效問卷計258 份，可用率達86%，問卷回收後分別以描述性統計、t 考驗、單因子變異數分析、Pearson 積差相關、多元逐步迴歸分析等統計方法進行研究。根據研究結果與分析後歸納之結論如下： 一、國民小學校長營造學習共同體表現為中高程度，其中以「學生學習共同 體」之知覺程度最高，「家長學習共同體」之知覺程度最低。 二、學校教育人員知覺教師教學效能為高程度，其中以「教學評量」之知覺 程度最高，「教學計畫」之知覺程度最低。 三、宜蘭縣國民小學以偏遠地區、學校規模在12班以下之學校教育人員知覺 「校長營造學習共同體」的程度較高。 四、宜蘭縣國民小學以偏遠地區、學校規模在12班以下之學校教育人員知覺 「教師教學效能」的程度較高。 五、不同程度之國民小學校長營造學習共同體在教師教學效能上有顯著之差 異。 六、校長營造學習共同體與教師教學效能有顯著之正相關，知覺校長營造學 習共同體程度愈高，則教師教學效能則愈高。 七、校長營造學習共同體對教師教學效能具有正向的預測力。 最後，本研究根據研究結果，提出相關建議，俾提供教育行政機關、國民小 學校長以及未來研究參考。 / This study aims at discussing the relationship of principals’ reform schools into learning community and teachers’ teaching effectiveness of elementary schools.The first is to expore the reality for principals’ reform schools into learning community and teachers’ teaching effectiveness.Second, investigating the differences of background variables among principals’ reform schools into learning community and teachers’ teaching effectiveness.Third, to analyze the relationships among principals’ reform schools into learning community and teachers’ teaching effectiveness.Finally, researching predictive power of principals’ reform schools into learning community on teachers’ teaching effectiveness. The research adopts the questionnaire method. The main participants of the questionnaire survey are administrators in elementary schools inYilan County. The total number of questionnaires that were distributed to school is 300, and 258 of which are valid. That is, the percentage of availability is around 86%. The collected data is analyzed through the statistical method of descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation coefficient and Multiple stepwise regression analysis. The findings of the study are as follows: 1. Principals have medium-high performance on pricipals’ reform schools into learning community. The score is the hightest in the dimension of “students’ learning community " and the lowest in the dimension of " partents’ learning community." 2. Administrators in Yilan elementary schools perceptions the teachers’ teaching effectiveness as high. The score is hightest in the dimension of “instructional assessment " and the lowest in the dimension of “instructional plan." 3. Administrators in Yilan elementary schools where in remote districts, or scale under (including) 12 classes,perceive principals’ reform schools into learning community higher than others. 4. Administrators in Yilan elementary schools where in remote districts, or scale under (including) 12 classes highly perceive the teachers’ teaching effectiveness. 5. Principals’ reform schools into learning community in Yilan elementary schools with different dgree on the teachers’ teaching effectiveness is significantly different. 6. The relationship between principals’ reform schools into learning community and teachers’ teaching effectiveness is positively correlated.The higher principals’ reform schools into learning community is, the higher perceptions of the teachers’ teaching effectiveness. 7. The principals’ reform schools into learning community have the positive predictive power on teachers’ teaching effectiveness. According to the above conclusions, the research is to provide some suggestions as future references for the institutions of education administration and schools.

本研究旨在探討競值架構下國民小學校長領導行為、學校組織文化與教師教學效能之間的關聯。研究採用調查研究法，以新北市公立國民小學教師為對象，共發出748份問卷，共獲得有效問卷646份，有效問卷回收率為86.36％。正式問卷回收之後，分別以描述統計、t考驗、單因子單變量變異數分析、單因子多變量變異數分析、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式對回收資料進行分析。 本研究獲得以下十一項結論： 一、國民小學校長領導行為在中上水準，以競爭層面表現較突出。 二、國民小學組織文化表現達中上水準，趨向於團隊和層級層面。 三、國民小學教師教學效能平均達高表現水準，以良好學習氣氛得分最高、教學計畫準備得分最低，且顯著低於其他四個教學效能層面。 四、國民小學校長領導行為與學校組織文化以右上象限層面得分均低。 五、教師職務在校長領導行為方面有差異、教師年齡、學歷、服務年資與職務在教學效能上有差異。 六、校長年齡在校長領導行為與學校組織文化方面有差異。 七、學校規模、所在地、校齡在校長領導行為、學校組織文化與教師教學效能均有顯著差異。 八、校長領導行為、學校組織文化與教師教學效能之間具有顯著正相關。 九、校長領導行為、學校組織文化與教師教學效能之間具有顯著預測力。 十、校長領導行為與學校組織文化不僅與對應象限的分層面有正相關與預 測力，與非對應象限甚至對立象限的層面也有顯著正相關與預測力。 十一、校長領導行為可顯著影響教師教學效能，也可透過學校組織文化的 中介作用，正向影響教師教學效能。 本研究分別就實務應用及未來研究兩方面提出如下建議： 一、實務應用方面： (一) 建立回饋機制，使校長瞭解自身領導風格，靈活轉換各種領導行為，並善用競爭領導優勢，成為學校成員學習的榜樣。 (二) 校長應瞭解並協助學校成員認識學校組織文化類型，透過形塑願景與組織對話，使組織在文化生命週期中有效能的運作。 (三) 教師應兼顧每一個教學效能層面，並加強提升教學計畫準備。 (四) 校長應培養創新的領導能力，帶動發展革新求變的組織文化氛圍。 (五) 校內應建立教師教學對話與教學研討機制，藉以傳承資深優良教師教學經驗與觀摩學習。 (六) 校長對於經營校務發展應勇於任事、完全承擔，不應因性別、年齡、學歷、到任時間自我設限，虛與尾蛇。 (七) 校長與學校成員應詳加瞭解所處學校環境，研擬策略面對學校所處位置之有利與不利條件，以營造學校文化及提升教學效能。 (八) 校長應不斷強化自身領導的能力與行為複雜度，並且形塑優質學 校組織文化，以提升教師教學效能表現。 (九) 校長與學校成員應建立深厚的教育夥伴情感，體認共享學校教 育成果之重要性與榮辱休戚與共的使命感，以提供良好教育環境。 (十) 校長應展現兼容並蓄的多元領導風格，以面對諸多領導弔詭與兩 難的困境。 (十一) 營造兼容並蓄學校組織文化，發揮促進教師教學效能中介效果。 二、未來研究方面： 本研究分別就研究對象、研究變項、研究方法，對未來研究提出建議。 / The objective of this study is to understand the relationships among principal’s leadership behavior, school organizational culture and teaching effectiveness in elementary schools by Competing Values Framework. Study on survey research. A total of 646 usable questionnaires were collected from 748 teachers of public elementary schools in New Taipei City. The effective response rate was 86.36％. The statistical techniques applied to this study such as: “describing statistics”, “t-test”, “one-way ANOVA”, “one-way MANOVA”, “Pearson product-moment correlation”, “stepwise multiple regression analysis” and “structural equation modeling”. With the data analysis result, researcher reached the conclusions as following： 1.Principal’s leadership behavior performance of public elementary schools achieves upper-moderate level, and “Compete” is the highlight among all of the dimensions. 2.School organizational culture performance of public elementary schools achieves upper-moderate level, and “Clan” and “Hierarchy” are the highlight among all of the dimensions. 3.The perception of teacher’s teaching effectiveness gets high score level, and “Good instructional climate ” is the highlight among all of the dimensions of teaching effectiveness, and "teaching plan preparation" is significantly weaker than the others four dimensions. 4.Both of principal’s leadership behavior and school organizational culture of public elementary schools in upper right quadrant of CVF scores are low. 5.There is a significantly divergence for “teacher job position” in principal’s leadership behavior and such as teachers’ “age”, “education”, “srevice year” and “job position”, there is a significant divergence in teaching effectiveness. 6.There is a significant divergence for “principal age” between principal’s leadership behaviors and school organizational cultural. 7.Such as “ school size”, “ location” and “school history”, there are significant divergences among principal’s leadership behaviors , school organizational cultural and teaching effectiveness. 8.There are significant positive correlation among principal’s leadership behavior, school organizational culture and teaching effectiveness. 9.There are significant predictive power among principal’s leadership behavior, school organizational culture and teaching effectiveness. 10.Between principal’s leadership behavior and school organizational culture are not only the corresponding quadrant, but also the non- corresponding and even opposing corresponding quadrants, and there are significant positive correlation and predictive power. 11.Principal’s leadership behavior could positively affect teaching effectiveness through the mediate effect of school organizational culture. Otherwise, this study provides suggestions of practical application and future study respectively.