本研究旨在瞭解當前國民中、小學教師領導以及教師工作滿意度之現況，並探討教師領導與教師工作滿意度間之相關情形。根據文獻探討及相關實證研究所得之結果設計問卷，進行問卷調查，再將所得之數據以描述性統計、獨立樣本t檢定、單因子變異數分析、積差相關以及逐步多元回歸等統計方法進行分析與討論。 本研究以新北市國民中、小學教師為研究對象，編製「教師領導與教師工作滿意度調查問卷」進行調查，有效樣本共計424份。所得結果如下： 一、 新北市國民中、小學教師對教師領導的覺知情形屬中上程度。 二、 新北市國民中、小學教師之工作滿意度屬中上程度。 三、 新北市國民中、小學教師對「教師領導」的覺知情形因背景變項之不同，在部分向度上有顯著差異。 四、 新北市國民中、小學教師之工作滿意度情形因背景變項之不同，在部分向度上有顯著差異。 五、 新北市國民中、小學教師之教師領導情形對教師工作滿意度具預測力，其中又以「行政支持」、「平行領導」、「學習社群」及「決策參與」較具預測力。 最後，根據本研究所得之結果提出建議，作為教育主管機關、學校行政人員以及未來相關研究之參考。 / The purpose of the study is to understand the general situation and correlation of teacher leadership and teacher job satisfaction perceived by elementary school and junior high school teachers in Taiwan. Descriptive statistics, T-test, ANOVA, product-moment correlation, and stepwise multiple regression analysis were employed to analyze the data gathered by means of Teacher Leadership and Teacher Job Satisfaction Questionnaire generated from related literature review. Teacher Leadership and Teacher Job Satisfaction Questionnaire was utilized to investigate elementary school and junior high school teachers in New Taipei City, and 424 effective questionnaires were completed. Major findings are as following: 1. The entire performance of teacher leadership perceived by elementary school and junior high school teachers in New Taipei City is at middle-high degree. 2. The entire performance of teacher job satisfaction perceived by elementary school and junior high school teachers in New Taipei City is at middle-high degree. 3. Teacher leadership perceived by elementary school and junior high school teachers in New Taipei City shows significant difference in some dimensions in certain demographic levels. 4. Teacher job satisfaction perceived by elementary school and junior high school teachers in New Taipei City shows significant difference in some dimensions in certain demographic levels. 5. Teacher leadership perceived by elementary school and junior high school teachers in New Taipei City is predictive of perceived teacher job satisfaction. Support from administration, parallel leadership, professional learning community, and participative decision making are the most powerful predictors of teacher job satisfaction. Finally, suggestions were madefor education administration, school leaders like principals and researcher interested in further studies to follow.

本研究旨在瞭解臺中市國民小學校長空間領導與教師工作滿意度之現況，並分析不同背景變項之教師在知覺校長空間領導與教師工作滿意度之差異情形，且探討兩者之間的關係，最後藉由校長空間領導對教師工作滿意度進行預測。 本研究採調查研究法，共計抽樣46所，發出576份問卷，回收497份有效問卷，問卷有效率達86.28％。資料處理分別以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸分析等統計方式進行統計分析。 本研究獲致以下之結論： 一、臺中市國民小學校長空間領導為中高程度，以「校長以空間規劃營造教育情境」之程度最高，「校長以空間規劃建立社區關係」之程度最低。 二、臺中市國民小學教師對教師工作滿意度為中高程度，以「同僚關係」之程度最高，「校長領導」之程度最低。 三、臺中市國民小學教師，因其性別及服務年資之不同，而有不同的校長空間領導感受，以男性與服務年資11-15 年及21 年(含)以上之教師程度較高。 四、臺中市國民小學教師，因其性別、擔任職務及學校規模之不同，而有不同的教師工作滿意度感受，以男性、擔任主任之教師及學校規模13-30班之教師程度較高。 五、臺中市國民小學校長空間領導與教師工作滿意度有顯著正相關，校長空間領導的情形愈佳，教師工作滿意度也愈高。 六、臺中市國民小學校長空間領導對教師工作滿意度具有預測作用，以「校長以空間規劃提升學習效能」的預測力最佳。 最後依據研究結果與結論，提出具體建議，以供教育行政機關、學校校長與教師以及未來研究之參考。

本研究主旨在探究國立高中職教師對於校長衝突管理、行政溝通行為的知覺與教師工作滿意度相關性，以及不同教師個人變項、學校變項等因素與校長衝突管理、行政溝通、以及教師作滿意度的相關性，同時進行理論模式驗證，並提出研究結論與建議。 本研究採問卷調查法，針對國立高中職教師對於校長衝突管理、行政溝通行為的知覺與教師工作滿意度相關性進行探究。本研究首先經由文獻探討與分析，建立研究架構與理論模式。在問卷發展方面，共分為預試問卷與正式問卷二部份，首先在預試問卷方面，以192位國立高中職現職教師為預試樣本，進行信度與因素分析，正式問卷則依據預試問卷的分析結果發展而成。正式問卷以台灣區國立高中職學校教師樣本，採分層隨機抽樣方式，共計回收有效樣本為642份。研究資料的統計處理與分析方面，包括描述統計、t考驗、變異數分析、相關分析以及線性結構方程模式等統計方法。 本研究之主要研究結果如下: 一、目前國立高中職教師對於校長衝突管理、行政溝通行為的知覺是正面的，教師工作滿意度整體上是高的。 二、校長衝突管理的方式與行政溝通行為之間呈現顯著正相關。 三、校長衝突管理的方式與教師工作滿意度之間呈現顯著正相關。 四、校長行政溝通行為與教師工作滿意度之間呈現顯著正相關。 五、不同教師個人變項與校長衝突管理、行政溝通、以及教師工作滿意度等部分因素呈顯著差異。 六、服務不同背景變項學校的教師對於校長衝突管理、行政溝通的知覺、以及教師工作滿意度等部份因素呈顯著差異。 七、教師對於校長衝突管理、行政溝通行為的知覺能有效解釋教師工作滿意度。 根據上述的研究結果，本研究提建議如下: 一、對教育行政主管機關的建議 (一) 加強國立高中職校長解決組織衝突的能力、以及行政溝通能力。 (二) 適度增加教師薪資，以及升遷的機會。 (三) 國立高中職學校規模不宜太大，最好在40班以下。 二、對國立高中職校長的建議 (一) 加強學校行政領導，以提高教師工作滿意度。 (二) 提高解決組織衝突，以及行政溝通的能力。 (三) 重視教師個人變項對校長衝突管理、行政溝通、以及教師工作滿意度不同知覺反應。 (四) 重視學校變項對校長管理、行政溝通、以及教師工作滿意度的影響。 三、對未來研究之建議 (一) 研究對象方面: 擴大研究對象範圍，提高研究價值。 (二) 研究方法方面: 量化研究方面可以增加校長自評，此外，可輔以質化研究，如訪談、實地觀察等，以使研究層面更臻完善。 (三)研究內容方面:　探討其他研究變項，建構新的架構模式。 / The purpose of this study is to explore the relationships among principals’ conflict management, administrative communication, and teachers’ job satisfaction. The relationships between background variables of teachers, and schools and principals’ conflict management, administrative communication, and teachers’ job satisfaction were also examined. A theoretical model was constructed and confirmed, and some research conclusions were made and suggestions were offered as well. This study adopted the questionnaire survey, exploring the relationships among principals’ conflict management, administrative communication, and teachers’ job satisfaction. First, a research frame, and theoretical model were built based on the literature analysis. As for the development of the questionnaires, 192 public senior high school teachers were chosen as the pre-test samples. Based on the reliability analysis, and validity analysis of the pre-test samples, the formal questionnaires were developed. There were 642 public senior high school teachers who were randomly chosen as the research subjects. Their questionnaires were used as the research data, and some statistical techniques such as descriptive statistics, t-test, ANOVA, correlation analysis, and SEM were employed. The major findings from this study are as follows: 1. The perceptions from the senior high school teachers about principals’ conflict management, administrative communication are positive, and teachers’ job satisfaction are high. 2. Principals’ conflict management styles and administrative communication are positively correlated. 3. Principals’ conflict management styles and teachers’ job satisfaction are positively correlated. 4. Principals’ administrative communication and teachers’ job satisfaction are positively correlated. 5. With different personal background variables , the perceptions of teachers on principals’ conflict management styles, administrative communication, and teachers’ job satisfaction are in parts significantly different. 6. With different school background variables, the perceptions of teachers on principals’ conflict management styles, administrative communication, and teachers’ job satisfaction are in parts significantly different. 7. The perceptions of teachers on principals’ conflict management styles and administrative communication can effectively explain the teachers’ job satisfaction. The suggestions made by this study are as follows: A. The suggestions to the educational administrative institutes: 1. Develop public senior high school principals’ capabilities to handle organizational conflict, and administrative communication. 2. Raise teachers’ salary, and provide more chances of promotion. 3. Limit school size under 40 classes. B. The suggestions to public senior high school principals: 1. Strengthen school administrative leadership to raise teachers’ job satisfaction. 2. Equipped well with the capabilities of handling organizational conflict, and administrative communication. 3. Place stress on the effects of teachers’ personal background variables on principals’ conflict management styles, administrative communication, and teachers’ job satisfaction. 4. Place stress on the effects of school background variables on principals’ conflict management styles, administrative communication, and teachers’ job satisfaction. C. The suggestions to the research in the future: 1. The research subjects: expand the research subjects to raise the value of the study. 2. The research methods: Besides the quantitative methods, qualitative methods such as the visiting survey, case study, may be used to get holistic research results. 3. The research contents: Explore other variables, and establish new research frames.

本研究旨在探討高中教師知覺校長服務領導、教師組織公民行為與教師工作滿意度之現況，比較不同背景變項之高中教師在知覺校長服務領導、教師組織公民行為、以及教師工作滿意度之差異情形，並探討高中教師在知覺校長服務領導、教師組織公民行為與教師工作滿意度的關係，並進而分析高中教師知覺校長服務領導、教師組織公民行為對教師工作滿意度之預測力。 本研究採用調查研究法進行研究，以臺北市高中教師為對象，共發出417份問卷，回收377份，可用問卷374份，回收率達90％。調查所得資料以SPSS統計套裝軟體，進行描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關及多元迴歸等統計方法處理分析。本研究獲致以下結果： 一、臺北市高中教師對於校長之服務領導行為感受有正面之知覺。在校長服務領導八個層面中，以「自我覺察」為最高。 二、臺北市高中教師組織公民行為屬於中上程度。在教師組織公民行為三個層面中，以「主動助人」最高。 三、臺北市高中教師工作滿意度屬中上程度。在教師工作滿意度四個層面中，感到最滿意的是「同僚關係」。 四、教師兼主任在校長服務領導的知覺較兼導師與專任教師高；學校規模在51班以上之教師在知覺校長服務領導上顯著高於31-50班的教師；私立高中教師知覺校長服務領導高於公立高中教師；不同性別、年齡、服務年資、學歷之臺北市高中教師知覺校長服務領導的程度無顯著差異。 五、年齡愈大的教師，相較於年齡小的教師，更有組織公民行為之表現；教師兼主任的組織公民行為，較導師和專任教師高；年資5年以下之教師，在組織公民行為的表現明顯低於其他組別的教師，而年資21年以上教師的組織公民行為表現最高；私立高中教師組織公民行為高於公立高中教師；不同性別、學歷、學校規模之高中教師在組織公民行為上無顯著差異。 六、51歲以上教師之工作滿意度高於30歲(含)以下及31-40歲教師；年資在11-20年與21年以上的教師對於「工作本身」的滿意度高於年資在5年以下的教師；學歷為大學畢業之高中教師高於學歷為碩士的高中教師；學校規模在51班以上的高中教師高於學校規模在31-50班與30班以下之高中教師；私立高中教師工作滿意度高於公立高中教師；不同性別、職務之高中教師在教師工作滿意度上無顯著差異。 七、臺北市高中教師知覺校長服務領導與教師組織公民行為有顯著相關；臺北市高中教師知覺校長服務領導與教師工作滿意度有顯著相關；臺北市高中教師組織公民行為與教師工作滿意度有顯著相關。 八、臺北市高中校長服務領導對教師工作滿意度具有預測作用；臺北市高中教師組織公民行為對教師工作滿意度具有預測作用；臺北市高中校長服務領導與教師組織公民行為對教師工作滿意度具有預測作用。 最後，根據研究結果提出建議，供高中校長、教師、教育行政機關、教師會、校長協會及後續研究之參考。 / The aim of this study is to discuss the senior high school teachers’ perception toward the principal’s servant leadership, citizenship behavior of teachers organization and current teacher job satisfaction, compare the differences in the perception of the principal’s servant leadership, citizenship behavior of teachers organization and teacher job satisfaction among teachers with different background variables, and study the relationship among the senior high school teachers’ perception of the principal’s servant leadership, citizenship behavior of teachers organization and teacher job satisfaction to further analyze the predictive capability of the senior high school teachers’ perception toward the principal’s servant leadership, citizenship behavior of teachers organization and the teacher job satisfaction. This research conducted a survey-questionnaire by targeting on the senior high school teachers of Taipei City. A total of 417 questionnaires were distributed and 377 questionnaires were received. There were 374 valid returned questionnaires and the ratio of valid questionnaire is 90%. The data was analyzed through SPSS statistics, descriptive statistics, t test, single factor analysis of variance, Pearson correlation coefficient and multiple stepwise regressions. The findings of the research are as the followings: 1. The senior high school teachers of Taipei City have a positive perception toward the principal’s servant leadership. Among 8 perspectives of the principal’s servant leadership, the “self-awareness” has the most positive perception. 2. The level of the citizenship behavior of teachers’ organization for the senior high school teachers in Taipei City is above average. Among 3 perspectives of the citizenship behavior of teachers organization, the level of “helping others voluntarily” is the highest. 3. The teach job satisfaction of the senior high school teachers of Taipei City is above average. Among 4 perspectives of teacher job satisfaction, the “colleague relations” is most satisfied. 4. The teacher who also serves in a chief position has higher perception toward the principal’s servant leadership comparing to the teachers who also serve as a preceptor or full-time teacher. The teachers who teach at a school with more than 51 classes have significant higher perception toward the principal’s servant leadership comparing to the teachers who teach at a school with 31-50 classes. The private senior high school teachers have higher perception toward the principal’s servant leadership comparing to the public senior high school teachers. There is no significant difference in the perception of the principal’s servant leadership among the senior high school teachers of Taipei City with different ages, years of service and educational background. 5. The elder teachers have stronger organizational citizenship behavior comparing to younger teachers. The teacher who also serves in a chief position has stronger organizational citizenship behavior comparing to the teachers who also serve as preceptor or full-time teacher. The teachers with less than 5 years of teaching experience significantly have weaker organizational citizenship behavior comparing to other group of teachers. The teachers with more than 21 years of teaching experience have the strongest organizational citizenship behavior. The private senior high school teachers have stronger organizational citizenship behavior comparing to the public senior high school teachers. The gender, educational background and size of school have no significant impact on the senior high school teachers’ organizational citizenship behavior. 6. The job satisfaction of the teachers aged above 51 is higher than that of the teachers aged below 30 (included 30) and between 31 and 40. The teachers with 11-20 and more than 21 years of teaching experience have higher satisfaction of “job itself” comparing to the teachers with less than 5 years of teaching experience. The job satisfaction of the teachers with university degree is higher than that of the teachers with master degree. The job satisfaction of the teachers working at a school with more than 51 classes is higher than that of the teachers working at a school with 31-50 classes or less than 30 classes. There is no significant difference in teacher job satisfaction among teachers with different gender and position. 7. The perception of the senior high school teachers of Taipei City toward the principal’s servant leadership is significantly correlated with the citizenship behavior of teachers’ organization. The perception of the senior high school teachers of Taipei City toward the principal’s servant leadership is significantly correlated with the teacher job satisfaction. The organizational citizenship behavior of the senior high school teachers of Taipei City is significantly correlated with the teacher job satisfaction. 8. The servant leadership of the principals of the senior high school in Taipei City has a predictive effect on teacher job satisfaction. The citizenship behavior of the teachers’ organization in Taipei City has a predictive effect on teacher job satisfaction. Both of the principal’s servant leadership and the citizenship behavior of the teachers’ organizations in Taipei City have a predictive effect on teacher job satisfaction. Finally, the recommendations were given based on the research results to provide references for senior high school principals and teachers, education administrative units, teachers association, principals association and future studies.

本研究旨在瞭解臺北市國民中學校長服務領導、教師情緒勞務與教師工作滿意度之關係。本研究採問卷調查法，共計抽樣47所學校，發出565份問卷，回收408份有效問卷，問卷可用率達72.2%。資料處理採用描述性統計分析、獨立樣本t檢定、單因子變異數分析(ANOVA)、Pearson積差相關及多元迴歸分析等統計方式進行統計分析。本研究分析結果分述如下： 一、臺北市國民中學校長服務領導為中高程度，以「楷模倡導」最高，「真誠感召」最低。 二、臺北市國民中學教師情緒勞務為中高程度，以「真情演出」最高，「深層演出」最低。 三、臺北市國民中學教師工作滿意度為中高程度，以「同僚關係」最高，「校長領導」最低。 四、不同「性別」、「職務」及「學校規模」之教師知覺校長服務領導之整體或分層面上有顯著差異。 五、不同「學校規模」之教師知覺情緒勞務之整體或分層面上有顯著差異。 六、不同「年齡」、「教育程度」、「服務年資」、「擔任職務」及「學校規模」之教師知覺教師工作滿意度之整體或分層面上有顯著差異。 七、臺北市國民中學校長服務領導、教師情緒勞務與教師工作滿意度呈現中度正相關。 八、臺北市國民中學校長服務領導、教師情緒勞務對教師工作滿意度具有預測作用。 / The purposes of this study was to investigate the relationships among the principals’ servant leadership, the emotional labor of teacher and the teachers’ job satisfaction in the junior high schools in Taipei City. The Questionnaire survey method was applied. The samples include 47 schools and 565 questionnaires were distributed. There were 408 valid questionnaires used finally in the statistic analysis and the usable rate was 72.2%. The data was analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation and multiple regression analysis. The conclusions of this study are as follows: 1.Junior high schools teacher’s perception of principals’ servant leadership is above average, in which the item “model behavior persuasiveness” was the highest, and the “honesty” was the lowest. 2.Junior high schools teacher’s perception of teacher’ emotional labor is above average, in which the item “genuine acting” was the highest, and the “deep acting” was the lowest. 3.Junior high schools teacher’s perception of teacher’ job satisfation is above average, in which the item “colleague relationship” was the highest, and the “principal leadership” was the lowest. 4.There are significant differences in the junior high schools teachers’ perception of principals’ servant leadership in terms of gender, duty and the scale of the schools. 5.There are significant differences in the junior high schools teachers’ perception of teachers’ emotional labor in terms of the scale of the schools. 6.There are significant differences in the junior high schools teachers’ perception of teachers’ job satisfaction in terms of age, education, length of service of school, duty and the scale of the schools. 7.There is a positive correlation among the principals’ servant leadership, teachers’ emotional labor, and teachers’ job satisfaction. 8.Principals’ servant leadership and teachers’ emotional labor have a predictive effect on teachers’ job satisfaction.

本研究旨在瞭解苗栗縣國民小學校長分布式領導、教師組織公民行為與教師工作滿意度之現況，並分析不同背景變項之教師在知覺校長分布式領導、教師組織公民行為與教師工作滿意度之差異情形，且探討三者之間的關係，最後藉由校長分布式領導與教師組織公民行為對教師工作滿意度進行預測。 本研究採調查研究法，共計抽樣61所學校，發出708份問卷，回收569份有效問卷，問卷有效率達80.37%。資料處理分別以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸分析等統計方式進行統計分析。 本研究獲致以下之結論： 一、苗栗縣國民小學教師知覺校長分布式領導為中高程度，以「建構清楚的願景與目的」之知覺程度為最高，「營造信任的學校文化」之知覺程度最低。 二、苗栗縣國民小學教師有高程度之組織公民行為表現，以「主動助人」之表現為最高，「自我要求」表現為最低。 三、苗栗縣國民小學教師在教師工作滿意的知覺為中高程度，以「工作本身」的知覺為最高，「行政管理」之知覺為最低。 四、苗栗縣國民小學教師，因其性別、職務及學校規模之不同，而有不同的校長分布式領導知覺感受，以男性、擔任主任或組長職務、與學校規模在12班（含）以下之教師知覺程度較高。 五、苗栗縣國民小學教師，因其年齡及擔任職務之不同，而表現出不同程度的教師組織公民行為，以51歲（含）以上及擔任主任職務之教師表現程度較高。 六、苗栗縣國民小學教師，因其性別及職務之不同，而有不同的教師滿意度知覺感受，以男性及擔任主任之教師知覺程度較高。 七、苗栗縣國民小學校長分布式領導、教師組織公民行為與教師工作滿意度的知覺及各分層面，彼此之間具有正相關的關係。 八、苗栗縣國民小學校長分布式領導、教師組織公民行為對教師工作滿意度具有預測作用，以「校長分布式領導」的預測力最佳。 最後依據研究結果與結論，提出具體建議，以供教育行政機關、學校校長與教師以及未來研究的參考。 / This study aims to investigate the current development of the elementary school principal’s distributed leadership, teachers’ organization citizenship behavior and the teachers’ job satisfaction in Maioli County, and to analyze the differences in teachers of different background variables are conscious of the principal’s distributed leadership, teachers’ organization citizenship behavior and the teachers’ job satisfaction, and to explore the relationship among the three variables. Finally, through principal’s distributed leadership and teachers’ organization citizenship behavior forecast the teachers’ job satisfaction. Questionnaire survey method is adopted. The samples include 61 schools and 708 questionnaires were distributed. There were 569 valid questionnaires used finally in the statistic analysis and the usable rate is 80.37%. All data collected were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, Multiple regression etc. The conclusions are as follows: 1.Elementary school teachers’ perception of principal’s distributed leadership is above average while “construct clear vision and purposes” was the highest, and “shared responsibility” was the lowest. 2.Elementary school teachers’ perception of teachers’ organization citizenship behavior is above average while “helping others voluntarily” was the highest, and “self-disciplined” was the lowest. 3.Elementary school teachers’ perception of teachers’ job satisfaction is above average while “work” was the highest, and “administrative management” was the lowest. 4.There are significant differences in the elementary school teachers’ perception of principal’s distributed leadership in terms of sex, duty, and the scale of school. 5.There are significant differences in the elementary school teachers’ perception of teachers’ organization citizenship behavior in terms of age and duty. 6.There are significant differences in the elementary school teachers’ perception of teachers’ job satisfaction in terms of sex and duty. 7.There is a positive correlation among the principal’s distributed leadership, teachers’ organization citizenship behavior and the teachers’ job satisfaction. 8.Both of the principal’s distributed leadership and teachers’ organization citizenship behavior in Maioli County have a predictive effect on teachers’ job satisfaction.

本研究旨在探討我國國民中學教師知覺領導者—成員交換關係、教師工作滿意度與教師離職傾向之實際情形，並瞭解領導者—成員交換關係對教師離職傾向的影響以及研究教師工作滿意度是否具有中介效果。 研究方法為文獻分析與問卷調查法。研究對象為桃園縣國民中學教師，共發出450份問卷，可用問卷共383份，可用率達85.11％。問卷回收後分別以因素分析、信度分析、描述性統計、t考驗、單因子變異數分析、Pearson積差相關、多元逐步迴歸及逐步階層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、桃園縣國民中學教師知覺領導者—成員交換關係為中等程度，以「情感」之知覺程度為最高，「貢獻」之知覺程度最低。 二、桃園縣國民中學教師在工作滿意的知覺為中等程度，以「自我實現」的知覺為最高，「工作壓力」之知覺為最低。 三、桃園縣國民中學教師在離職傾向的知覺現況為低程度。 四、不同背景變項的桃園縣國民中學教師知覺領導者—成員交換關係、教師工作滿意度與教師離職傾向的程度有差異。 五、桃園縣國民中學教師領導者—成員交換關係、教師工作滿意度與教師離職傾向的知覺，彼此間具有顯著相關。 六、領導者—成員交換關係與教師工作滿意度對教師離職傾向有顯著的聯合預測力，其中以「同僚關係」的預測力最高。 七、教師工作滿意度在領導者—成員交換關係對教師離職傾向的影響上具有中介效果。 最後，根據研究結果提出建議，以供教育行政機關、國民中學學校校長、教師及後續研究之參考。 / This study aims to investigate the current development of the junior high school leader-member exchange, teacher job satisfaction, and teacher turnover intention in Taoyuan County, and to discuss the influ- ence of leader-member exchange and teacher job satisfaction on teacher turnover intention and to test whether teacher job satisfaction is a signi- ficant mediator or not. The research process combines literature review and questionnaire method. Teachers in Taoyuan County public schools are the main survey subjects. Totally 450 questionnaires were distributed to schools, and 383 are valid, which the amount of usefulness is around 85.11%. The data is analyzed through the statistics method of factor analysis, reliability analy- sis, descriptive statistics, t-test, one-way ANOVA, Pearson product- moment correlation coefficient, multiple stepwise regression analysis and stepwise heirarchical regression analysis. The findings of the study are follows: 1. Teachers in Taoyuan County public schools show median level of perception in leader-member exchange while “affect” is the highest, and “contribution” is the lowest. 2. Teachers in Taoyuan County public schools show median level of perception in teacher job satisfaction while “self-actualization” is the highest, and “work intensity/load” is the lowest. 3. Teachers in Taoyuan County public schools show low level of perception in teacher turnover intention. 4. Teachers with different background show different opinions in leader-member exchange, teacher job satisfaction, and teacher turnover intention. 5. The relations among leader-member exchange, teacher job satisfaction, and teacher turnover intention are significant. 6. Leader-member exchange and teacher job satisfaction show significant predictability to teacher turnover intention while “colleague relationship” is the highest. 7. Teacher job satisfaction functions as a significant mediator between leader-member exchange and teacher turnover intention. According to the above conclusions, the research proposed relevant suggestions to be referenced by education administrative organizations, junior high school principals and teachers, and future researches.

本研究旨在探討學前教師工作壓力、工作滿意度對於幸福感之影響及三者之關係。首先，瞭解學前教師工作壓力、工作滿意度與幸福感之現況；其次分析不同個人背景變項在三者中之差異情形；第三，探究學前教師工作壓力、工作滿意度與幸福感三者之相關情形；第四，以二因子多變量變異數分析討論學前教師工作壓力與工作滿意度對幸福感之交互作用；最後，以多元迴歸方式，瞭解工作壓力、工作滿意度對幸福感之預測力。 本研究透過文獻探討以及問卷調查法來瞭解上述研究之目的，以「學前教師工作壓力問卷」、「學前教師工作滿意度問卷」與「教師主觀幸福感量表」為研究工具。以臺北市公、私立學前教師為研究母群體，有效樣本為231份，根據受試者之填達結果分別以平均數、標準差、t檢定、皮爾森積差相關、二因子多變量變異數分析以及多元迴歸來分析資料。本研究主要結論如下： 壹、臺北市學前教師工作壓力偏低，其中壓力感受以「工作特性」最大；且工作滿意度偏高，其中以「教學自主」最讓教師感到滿意；且具有中度幸福感，以「情緒幸福感」為主。 貳、公立學前教師較易感受到工作壓力，且以「工作特性」壓力感受最大。資淺教師較易於工作滿意度之「人際關係」中感到滿意。資深教師在「心理幸福感」比資淺教師更感到幸福。已婚教師對於工作滿意度之「獎勵制度」滿意度高於未婚教師。 参、臺北市學前教師工作壓力與工作滿意度及幸福感有顯著負相關；而工作滿意度則與幸福感有顯著正相關。 肆、臺北市學前教師工作壓力與工作滿意度對「整體幸福感」及「心理幸福感」有交互作用。 伍、臺北市學前教師工作壓力與工作滿意度各對幸福感及其三構面具有預測力。 最後，研究者根據上述之研究結果提出具體建議，以提供給幼稚園、學前教師以及後續研究者作為參考。 / The main purposes of this study were to:（a）understand the current situation of the kindergarten teachers’ job stress, job satisfaction and subjective well-being；（b）analyze the data of the kindergarten teachers’ job stress, job satisfaction and subjective well-being between different backgrounds；（c）explore the relationship between these three variables；（d）use MANOVA（Multivariate Analysis of Variance）to analyze the interaction of kindergarten teachers’ job stress and job satisfaction vs. subjective well-being；（e）finally, use Multiple Regression Analysis to explore the predictive power of the kindergarten teachers’ job stress and job satisfaction on subjective well-being. To accomplish these purposes, the methods adopted were a comprehensive literature review and a questionnaire. Three scales were used to measure the following constructs: “Job Stress Scale for Kindergarten Teachers”,“Job Satisfaction Scale for Kindergarten Teachers”,“Subjective Well-Being Scale for Kindergarten Teachers”.There were 231 valid cases from public and private kindergarten teachers participated in this survey in Taipei. The questionnaire data were analyzed by “Mean”, “Standard Deviation”, “T-test”, “Pearson Product-Moment Correlation”, “MANOVA”,“Multiple Regression Analysis”. The major results were summarized as follows: 1、 Kindergarten teachers have middle-low job stress；and have high job satisfaction , highest score appears in “teaching autonomy”；and have middle subjective well-being , highest score appears in “emotional well-being”. 2、 Public kindergarten teachers have high job stress, highest score appears in “job characteristics”. The junior teachers have job satisfaction in “interpersonal relationship”. The senior teachers have more “psychological well-being” than the junior teachers. The married teachers have more “reward system” than the single teacher. 3、 There is a negative correlation between kindergarten teachers’ job stress and job satisfaction in Taipei. There is a negative correlation between kindergarten teachers’ job stress and subjective well-being in Taipei. There is a positive correlation between kindergarten teachers’ job satisfaction and subjective well-being in Taipei. 4、 The kindergarten teachers’ job stress and job satisfaction vs. subjective well-being have interaction. 5、kindergarten teachers job stress and job satisfaction have predictive power. At last, to bring up some concrete suggestion according to the study outcomes as references for kindergarten, kindergarten teachers, and correlated study in the future. Keywords: kindergarten teachers, kindergarten teachers’ job stress, kindergarten teachers’ job satisfaction, kindergarten teachers’ Subjective Well-Being

本研究主要目的為：一、了解學校本位決策的意義、目的、特色、原則與倡導理由，以及哲學、社會學與心裡學理論基礎。二、探索學校本位決策的歷史沿革與典範轉移。三、分析國內外學校本位決策的實施概況與困境，並探索推動學校本位決策的可行策略。四、找出可供檢視學校本位決策符合程度的因素，並探討此因素與校長領導方式、教師工作滿意度的關係。五、根據學校本位決策的相關文獻與國內學校本位決策情形的實證研究，提出可供參考的建議。 本研究以自編「學校本位決策工作環境知覺問卷」為工具，抽取臺灣地區160所公、私立國民小學973位教師為對象，調查其所任教學校符合學校本位決策的現況，以及校長領導方式、教師工滿意度的情形，並探究三者間的關係。本研究將學校本位決策分為「決策參與」、「決策自主」、「決策尊重」、「團體決策」與「家長參與」等五個向度，將校長領導方式分為「民主」與「威權」兩個向度，而將教師工作滿意度區分為「行政管理」、「工作本身」、「校長領導」與「同僚關係」等四個向度。 本研究主要研究發現如下： 一、國小校務決策方式符合學校本位決策的程度 1.學校本位決策情形大致符合。 2.決策自主程度最高，決策尊重程度最低。 3.參與班級事務的決策較多，參與學校事務的決策較少。 4.小型學校的學校本位決策程度高於中、大型學校。 5.女校長領導的學校，其學校本位決策程度高於男校長領導的學校。 6.院轄市的學校，其學校本位決策情形高於省縣轄市與鄉鎮離島的學校。 二、校長領導方式與學校本位決策的關係 1.校長領導方式愈民主，則學校本位決策愈易塑造。 2.校長領導方式愈威權，則學校本位決策愈難塑造。 三、學校本位決策與教師工作滿意度的關係 1.學校本位決策程度愈高，則教師的工作滿意度也愈高。 2.學校決策參與的程度愈高，則教師對行政管理與校長領導的滿意度也愈高。 3.學校決策自主的程度愈高，則教師對行政管理、工作本身、校長領導與同僚關係的滿意度也愈高。 4.學校愈尊重教師的決策，則教師對行政管理與校長領導的滿意度也愈高。 5.學校採用團體決策的程度愈高，則教師對行政管理、工作本身與同僚關係的滿意度也愈高。 6.家長參與學校決策的程度愈高，則教師對校長領導的滿意度也就愈低。 四、校長領導方式、學校本位決策與教師工作滿意度的整體關係 1.校長的民主領導取向會影響學校本位決策情形，而學校本位決策情形也會影響教師的工作滿意度。 2.民主領導較會影響決策參與、自主、尊重、團體決策與家長參與，而威權領導僅會影響決策參與和尊重。 3.決策自主較會影響教師對行政管理、工作本身、校長領導與同僚關係的滿意度，而團體決策影響教師對同僚關係的滿意度，家長參與會影響教師對校長領導的滿意度。 本研究並對學校、教育行政單位與未來研究方向提供以下幾點建議： 一、對學校的建議： 1.領導者應加強民主領導能力的培養，避免採用威權的領導方式；2.給予教師更多自主決策的空間，以提升教師的工作滿意度；3.加強團隊合作，以提高教師的工作滿意度；4.鼓勵家長適度參與，建立親師合作的伙伴關係；5.調整校長的角色扮演，以利學校本位決策的實施；6.授權教師或學生參與決策，減少行政管理上的衝突。 二、對教育行政單位的建議： 1.實施學校本位決策，以提升教師工作滿意度；2.發展小型學校，以利學校本位決策的推行；3.提高非都市地區的決策自主與家長參與，以均衡城鄉決策品質的差異；4.實施學校本位決策時，應以學生學習效果的提高為目標，而非爭奪權力；5.確立中央、地方與學校的權限與責任劃分；6.在開放參與的同時，應強化配套措施的設計。 三、對未來研究的建議： 1.在研究對象方面--擴大研究的群體；2.在研究方法方面--深化研究的脈絡；3.在研究工具方面--增加決策的向度；4.在研究變項方面--探討其他變項的關連。 / The purposes of the study were (1) to understand meanings, objectives, characteristics, principles, reasons of advocacy and theoretical perspectives of school-based decision making（SBDM）； (2) to inquiry into the historical development of SBDM；(3) to analyze its difficulties and strategies when implementing SBDM； (4) to address the relationships among SBDM, the principal's leadership, and teachers' job satisfaction; (5) to propose suggestions based on results. A questionnaire developed in the study was mailed to a total sample of 973 respondents in 160 elementary schools. The relationships among SBDM, principal's leadership style, and teachers' job satisfaction were inquired. From the statistical analysis of the results, the main findings of this study were drawn: 1.It accords with SBDM above average level in the elementary school. Teachers get the most autonomy and the least respect in the process of participation in school decision making. Teachers participate in work-level decisions more than organizational-level decisions. Small schools are more accordant with SBDM than middle schools and large schools. A schools led by a female principal is more accordant with SBDM than a school led by a male principal. Schools in metropolitans are more accordant with SBDM than schools in prefectures, cities, towns, and islands. 2.A principal is more democratic, the school led by him is more accordant with SBDM. Adversely, a principal is more authoritative, the school led by him is less accordant with SBDM. 3.It is more accordant with SBDM in the elementary school, teachers' job satisfaction is greater. Teachers participate in decision making more often, and they feel more satisfactory about school administrative management and principal's leadership. Teachers participate in decision making more autonomous, and they feel more satisfactory about school administrative management, work, principal's leadership, and colleague relationships. Teachers have the respect of the school to participate in decision making more often, and teachers feel more satisfactory about school administrative management and principal's leadership. Teachers make decision through teamwork more often, and they feel more satisfactory about school administrative management, work, and colleague relationships. Parents participate in decision making more often, but teachers feel less satisfactory about school administrative management, work, and colleague relationships. 4.Democratic leadership influences the success of SBDM, and the implementation of SBDM influences teachers' job satisfaction. Democratic leadership increases participative decision making, autonomous decision making, respectful decision making, group decision making, and parents participation. Authoritative leadership decreases participative decision making and respectful decision making. Autonomous decision making influences teachers' job satisfaction about school administrative management, work, principal leadership, and colleague relationship. Group decision making influences teachers' job satisfaction about colleague relationships. Parents participation influences teachers' job satisfaction about principal's leadership. Suggestions for the elementary schools, educational administrative institutions, and future study are provided. Firstly, six suggestions for the elementary schools are as follow： 1.Cultivate democratic leadership；2.Make teachers participate in decision making more autonomous；3.Encourage teamwork；4.Let parents participate in decision making moderately, so build parents-teacher partnership；5.Adjust the principal leadership to feminine leadership style. 6. Include teachers and students in the decision making processes of schooling. Secondly, six suggestions for educational administrative institutions are as follow: 1.Implement SBDM to increase teachers' job satisfaction；2.Diminish scale of a school to make SBDM succeed more easily；3.Let decision making more autonomous and parents participation more often in non-metropolitans；4.Focus the main goal of SBDM on increasing student learning；5.Identify authority and power of the central office, local areas, and schools；6.Implement SBDM along with other relative policies. Finally, four suggestions for future study are as follow: 1.Enlarge scopes of population；2.Adopt much more 0research methods；3.Increase dimensions of participation；4.Study more relative variables with SBDM.

University of Macau / Faculty of Education