本研究旨在瞭解基隆市國民小學校長願景領導與教師工作投入之現況，並分析不同背景變項之教師在知覺校長願景領導與教師工作投入之差異情形，以及探討兩者之相關情形，最後藉由校長願景領導對教師工作投入進行預測。 本研究採問卷調查法，研究對象為基隆市34所公立國民小學，共計513位教師，有效問卷502份，可用率達97.86％，問卷回收後分別以描述性統計分析、t考驗、單因子變異數分析、Pearson積差相關、多元迴歸等統計方法進行統計分析。本研究獲致結論如下： 一、基隆市國民小學教師知覺校長願景領導為中高程度，以「願景的共識與轉化」知覺程度最高，其次由高至低依序為「願景的建構與發展」、「願景實踐與推廣」、「願景的回饋與修正」。 二、基隆市國民小學教師知覺教師工作投入為中高程度，以「工作樂趣」知覺程度最高，其次由高至低依序為「工作評價」、「工作專注」、「工作認同」、「工作參與」。 三、基隆市國民小學以男性、31-40歲、擔任主任職務與學校規模在12班（含）以下及13-23班之教師知覺「校長願景領導」的程度較高。 四、基隆市國民小學以服務年資11-20年、擔任主任職務與學校規模在12班（含）以下及24班（含）以上之教師知覺「教師工作投入」的程度較高。 五、校長願景領導與教師工作投入有顯著正相關，校長願景領導行為愈高，教師工作投入情形也愈高。 六、校長願景領導對教師工作投入具有預測力，以「願景的共識與轉化」對教師工作投入最有預測力。 最後，本研究根據研究結果提出具體建議，以供學校及未來研究之參考。 / This study aimed to investigate the status of principles’ visionary leadership and teachers’ job involvement in elementary schools in Keelung City, to analyze the differences of perceptions from different background teachers about principles’ visionary leadership and teachers’ job involvement, and to explore the relationship among these two variables. At last, predict teachers’ job involvement by principles’ visionary leadership. Questionnaire survey method was adopted in this study. The samples are teachers of public elementary schools in Keelung City, including 513 teachers from 34 elementary schools. There were 502 valid questionnaires finally used in the statistic analysis, and effective response rate is 97.86%. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson correlation, and multiple regression. The conclusions are as follows: 1. Perceptions about principles’ visionary leadership from elementary school teachers in Keelung City is mid-high level.Among all, the sense to the “consensus and internalization of vision” is relatively the highest, and then the orders from high to low are “construction and development of vision”, “practice and promotion of vision” and “feedback and correction of vision”. 2. Perceptions about teachers’ job involvement from elementary school teachers in Keelung City is mid-high level. Among all, the sense to the “job enjoyment” is relatively the highest, and then the orders from high to low are “job self-evaluation”, “job concentration”, “job identification” and “job participation”. 3. Teachers of elementary schools in Keelung City are male, 41 to 50 years old, the chief of department, and from school which has 12 or 13-23 classes show higher perception about principles’ visionary leadership. 4. Teachers of elementary schools in Keelung City serve 11-20 years in school, work as the chief of department, and from school which has less than 12 or more than 24 classes school show higher perception about teachers’ job involvement. 5. There is significant positive correlation between principles’ visionary leadership and teachers’ job involvement in elementary schools in Keelung City. The higher the behaviors of principals’ visionary leadership are, the scores of teachers’ job involvement are also higher. 6. Principles’ visionary leadership has predictability on teachers’ job involvement, and “consensus and internalization of vision”has the highest predictive effect. Finally, based on the results of the research, suggestions for school administration, and future related research are provided.

本研究的主旨在瞭解國民中學「學校組織溝通」與「教師工作投入」之關係，研究方法以問卷調查法為主，並輔以實地訪談。研究工具為自編之「國民中學學校組織溝通與教師工作投入問卷」，調查對象係以桃園縣公立國民中學（含國民中小學）教師共 497人為樣本。研究資料分析以描述統計、t考驗、單因子變異數分析及Scheffe’、積差相關及逐步多元迴歸等方法進行分析處理。本研究獲得之結論如下： 本研究獲得之結論如下： 一、國民中學教師知覺學校組織溝通之現況，屬良好程度；以「組織氣氛」最高。 二、國民中學教師知覺教師工作投入之現況，屬於良好程度；在各層面中，以「工作評價」層面的表現最好。 三、國中教師個人背景變項之性別、年齡、服務年資、學歷、職務、學校規模之不同，在知覺「學校組織溝通」部分有顯著差異。 四、國中教師個人背景變項之性別、年齡、服務年資、學歷、職務，在知覺「教師工作投入」部分有顯著差異。 五、學校組織溝通整體及各層面與教師工作投入整體及各層面間，有顯著的正相關，表示國民中學學校組織溝通與教師工作投入之關係密切。 六、學校組織溝通各層面對整體教師工作投入具有預測力，其中又以「個人回饋」對教師工作投入最具正向的預測作用。 根據研究結果提出結論與建議如下： 一、對教育行政機關的建議 （一）將組織溝通相關課程納入校長主任儲訓與進修 （二）縮小學校規模，提升溝通機制與效能 二、對國民中學的建議 （一）建立組織溝通之機制與模式，促進校務推動 （二）辦理教師教學經驗交流活動 （三）鼓勵教師進修，充實專業知能與溝通技巧，增進組織溝通 （四）建立未擔任行政職之教師溝通管道 （五）邀請教師參與行政工作 （六）辦理教師文康活動，增進教師的互動 （七）積極建立個人回饋機制，鼓勵教師適時給予回饋 三、對國民中學教師之建議 （一）破除傳統性別藩籬，積極參與組織活動 （二）善用溝通媒介及管道，正確獲得訊息及表達意見，增進組織溝通效能 / This study aims to understand the junior high school "organizational communication" and "teachers’ job involvement " of the current situation, to explore the junior high school "School organizational communication" and "teacher job involvement" in individual differences on background variables, to produce predictive power by analyzing the relationship of the perceptions between the teachers’ "School organizational communication" and "Teachers’ job involvement, " and to make specific practical suggestions based on the comprehensive study of the results. In order to achieve its purposes, this study has methodologically adopted document analysis, questionnaire survey and face to face interview. The subjects are public junior high schools (including junior & primary school) teachers in Taoyuan County. The self-edited questionnaire of this study, “The Junior High School Teachers in Organizational Communication and Teachers’ Job Involvement Survey Questionnaire” was designed and the 497 samples were surveyed. The data were analyzed and presented by t-test one-way ANOVA and Scheffe’s statistics to test hypotheses, Pearson product-moment correlation, and stepwise multiple regressions. The conclusions of this study are as follows: 1. Junior high school teachers perceived the current status of organizational communication is in a good degree, "organizational climate" the maximum. 2. Junior high school teachers perceived the current situation of teacher involvement is in a good degree; at all levels, the "job evaluation" level is the best. 3. A significant difference showed on the perception of "organizational communication" based on the teachers personal background variables, like gender, age, years of service, qualifications, duties, and schools of different scale. 4. A significant difference showed on the perception of "teachers’ involvement" on difference teachers personal background variables, like gender, age, years of service, qualifications, and duties. 5. The overall school organization and the level of communication with teachers and the level of job involvement among the whole, a significant positive correlation reveals that junior high school organizational communication and the relationship between job involvement of teachers have closely relationship. 6. On the level of the whole school organization levels of communication with the predictive power of teachers into the work, among which "personal feedback" on the job involvement, predicted the most positive effect. Based on the findings, conclusions and recommendations for educational administration, schools, and future research. 1. On the educational authority: (1) Communication-related courses will be organized into the principal director training and education. (2) Reduce school size to improve the effectiveness of communication mechanisms and efficacy. 2. The recommendations for the junior high schools: (1) To establish of the mechanism and mode of organizational communication, and promote the school to promote. (2) To encourage teachers to share teaching experience. (3) To encourage teachers to pursue and enrich the professional knowledge and communication skills, improving organizational communication. (4) To establish a communication channel for the executive staff of teachers. (5) To encourage teachers to participate in administrative work. (6) To handle recreational activities for the teachers to enhance interaction. (7) To establish personal feedback mechanism actively to encourage teachers to give timely feedback. 3. The recommendations for the junior high school teachers: (1) To remove the traditional gender barriers, and actively participate in activities. (2) To make use of communication media and channels, to get the correct information and express their views, and to enhance the effectiveness of organizational communication.