本研究旨在瞭解桃園縣國民中學校長分布式領導、教師心理賦權與教師學術樂觀之現況，並分析不同背景變項之教師在知覺校長分布式領導、教師心理賦權與教師學術樂觀之差異情形，且探討三者之間的關係，最後藉由校長分布式領導與教師心理賦權對教師學術樂觀進行預測。 本研究採調查研究法，共計抽樣30所學校，發出690份問卷，回收480份有效問卷，問卷有效率達69.97%。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、 桃園縣國民中學教師知覺校長分布式領導為中高程度，以「校長的自信與謙遜」之知覺程度為最高，「營造信任的文化」之知覺程度最低。 二、 桃園縣國民中學教師有中高程度之教師心理賦權表現，以「影響力」的知覺為最高，「能力」之知覺為最低。 三、 桃園縣國民中學教師有中高程度之教師學術樂觀表現， 以「效能感」的知覺為最高，「學術強調」之知覺為最低。 四、 桃園縣國民中學教師，因其年齡、擔任職務、學校規模及學校歷史之不同，而有不同的校長分布式領導知覺感受，以51歲（含）以上之主任，並服務於學校規模12班（含）以下擁有21年（含以下）、41-60年、及61年（含以上）學校歷史之教師知覺程度較高。 五、 桃園縣國民中學教師，因其年齡、服務年資、學校規模及學校歷史之不同，而表現出不同程度的教師心理賦權，以年齡51歲（含）以上且年資超過21年，目前服務於學校規模13-48班擁有20年以下學校歷史之教師在知覺教師心理賦權程度較高。 六、 桃園縣國民中學教師，因其年齡及服務年資之不同，而有不同的教師學術樂觀知覺感受，以年齡51歲（含）以上並服務超過21年之學校教師在知覺教師學術樂觀程度較高。 七、 桃園縣國民中學校長分布式領導、教師心理賦權與教師學術樂觀的知覺及各分層面，彼此之間具有正相關的關係。 八、 桃園縣國民中學校長分布式領導、教師心理賦權對教師學術樂觀具有預測作用，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。 / The purpose of this study was to investigate the current development of principal’s distributed leadership, teachers’ psychological empowerment, and teachers’ academic emphasis in secondary schools of Taoyuan County, and to analyze the difference between teachers of different background variables, and to explore the relationship among the three variables. This study has aimed to predict teachers’ academic emphasis through principal’s distributed leadership and teachers’ psychological empowerment. Through the use of questionnaire survey method, data were collected from 30 secondary schools, distributing 690 questionnaires in total. Valid questionnaires of 480 were collected, with a usable rate of 69.97%. All data were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, and multiple regression. The conclusions of this study are as follows: 1. Secondary school teachers’ perception of principal’s distributed leadership is above average, in which the item “principals’ self-confidence” and “humility”was the highest, and “creating a culture of trust” was the lowest. 2. Secondary school teachers’ perception of teachers’ psychological empowerment is above average, in which the item “impact” was the highest, and “competence” was the lowest. 3. Secondary school teachers’ perception of teachers’ academic optimism is above average, in which the item “self-efficacy” was the highest, and “academic emphasis” was the lowest. 4. There are significant differences in the secondary school teachers’ perception of principals’ distributed leadership in terms of age, position, scale of school, and age of school. 5. There are significant differences in the secondary school teachers’ perception of teachers’ psychological empowerment in terms of age, years of service, scale of school, and age of school. 6. There are significant differences in the secondary school teachers’ perception of academic emphasis in terms of age and years of service. 7. There is a positive correlation among the principals’ distributed leadership, teachers’ psychological empowerment, and teachers’ academic optimism. 8. Principal’s distributed leadership and teachers’ psychological empowerment have a predictive effect on teachers’ academic optimism.