本研究採用問卷調查法，以探討我國中小學校長遴選制度實施成效和意見。研究對象為教育行政人員代表、中小學校長、教師、中小學家長會代表及專家學者，共寄發600份問卷，有效問卷428份，進行次數分配、χ2考驗和兩個百分比差異顯著性z考驗。調查研究結果如下： 一、關於國民中小學校長遴選制度實施成效 國民中小學校長遴選實施成效依序為「每四年一次的校長遴選方式，可以淘汰不適任校長」、「可以增進校長辦學績效，改善學校教育品質」、「依學校辦學需求，為學校遴選到適才適所的校長」、「增進家長參與學校事務的意願」、「校長遴選方式，有助於提升校園民主」、「增進教師參與學校事務的意願」、「增進社會公正人士參與學校事務的意願」。 二、關於中小學校長遴選制度面臨的問題 國中小學校長遴選制度面臨的問題面臨的問題依同意度的高低排序如下：「地方政治勢力干涉校長遴選的意見」、「遴選委員的代表性不足的意見」、「遴選委員組成比例規定不合理的意見」、「遴選委員的專業性不足的意見」、「直轄市及各縣市中小學校長間無法相互遷調，造成居住外縣市具有校長候用資格者無法參與其它縣市政府的校長遴選的意見」、「校長回任教師或轉任他職的安排的意見」、「採用遴選的方式，造成彼此在遴選上競爭激烈，恐怕在校園上會形成惡質的選舉文化的意見」、「不納入年資、經歷計分的校長遴選方式，未能顧及教育行政倫理的意見」、「採用遴選的方式，造成特殊偏遠地區的中小學校長流動率偏高的意見」、「教育行政人員喪失轉任校長管道的意見」、「縣市政府培訓的候用校長名額過多，恐怕會造成候用校長長年不能正式錄用，造成資源浪費的意見」、「採用遴選的方式，承受各方對校長的要求，使得校長難以發揮應有作為的意見」、「無法保障弱勢族群（如原住民教師、女性）出任校長的意見」。 三、關於改善校長遴選制度的配套措施 改善校長遴選制度的配套措施的優先順序為「建立客觀公正及專業的校長評鑑」、「建立完善的校務評鑑」、「中小學校長應具有同級學校教師資格」、「依學校辦學需求，為學校遴選到適才適所的校長」、「建立良善的校長職前培育制度」、「校長回任教師或轉任他職的安排」、「建立校長遴選申訴制度」、「建立客觀公正及專業的教師評鑑（教學視導）」。 四、關於校長回任教師或轉任他職的安排 大部份填答人員都一致認為未獲遴聘的校長應在國教法規定的範圍內，自行決定未來的出路。 最後，本研究將針對上述的研究發現加以討論，並提出具體性建議供直轄市和縣(市)政府辦理中小學校長遴選和參與校長遴選候選人之參考及未來後續研究之建議。 / The purpose of the present study is to discuss the effects of Principal Selection Program(PSP) in Compulsory Education on Taiwan and subjects' opinions about the principal selection. By purposive sampling, 428 valid samples from 600 copies are acquired, inclusive of principals, teachers, parents, administrators, and professors in Taiwan Province, Taipei City, and Kaohsiung City. These data gathered from questionnaire are analyzed by frequencies, chi-square test and Z test through statistical package software "SPSS for Windows 9.0". Important findings are the following: 1.For the effects of implementing PSP, the major important factors are prompting competition and accountability, recruiting competent principals, and urging parents to participate in schooling affairs. 2.For the difficulties of implementing the PSP, the major difficulties are political intervention, representation of commissioners, composition of Principal Selection Committee, the lacking of profession in the process of principal selection, and decending position from principals to be teachers or other jobs. 3.For the questions of how to improve PSP, the major effective strategies are establishing principal and schooling affairs evaluation system, and making principals to be qualified for teachers in the same level. 4.For transition of principal's career, most of the subjects, if they were principals, will choose to go back for teaching after leaving principal position. Finally, the study discussed the findings, and offered some practical suggestions concerning the principal selection in compulsory schooling at local governments in the further research.

本研究旨在探討國民小學校長理想師傅校長特質與校長策略領導能力的內涵。本研究方法為文獻分析、問卷調查、焦點團體法與專家訪談法。而問卷調查樣本為臺灣地區各縣市公立國民小學校長共1000人，可用問卷714份，可用率為71.4%。焦點團體座談對象為現職國民小學校長；專家訪談對象為國內辦理國民小學校長職前儲訓或培育相關機構的行政人員。研究工具包含自編之「國民小學校長理想師傅校長特質與校長策略領導能力之研究調查問卷」、「國民小學校長理想師傅校長特質與校長策略領導能力之研究座談大綱」、「國民小學校長理想師傅校長特質與校長策略領導能力之研究專家訪談大綱」。本研究統計方法為描述性統計、t考驗、單因子變異數分析與薛費法事後比較、皮爾森積差相關、線性結構關係分析（SEM），內容分析等方法。根據研究結果與分析後歸納之研究結論如下： 壹、國民小學校長理想師傅校長特質之內涵包括師傅教導態度、個人自我要求、人際關係技巧、主動學習意願與經營實務素養。 貳、國民小學校長策略領導能力之內涵包括訂定目標、轉化行動、整合資源、核心技術與領導智慧。 參、國民小學校長理想中的師傅校長特質，以「經營實務素養」向度得分最高，而「師傅教導態度」向度得分最低。 肆、國民小學校長策略領導能力的現況得分程度佳，並以「核心技術」能力表現最佳。 伍、校長背景變項中，年齡、年資、受訓地點對知覺理想師傅校長特質的差異達顯著水準，但性別、最高學歷、學校規模、學校區域未達顯著差異。 陸、校長背景變項中，年齡、年資、學校規模、學校區域，對知覺策略領導能力的差異達顯著水準，而性別、最高學歷、受訓地點未達顯著差異。 柒、國民小學校長對理想師傅校長特質得分程度高分組者，在校長策略領導能力的得分顯著優於中、低分組。 捌、理想師傅校長特質與校長策略領導能力間呈顯著正相關。 玖、理想師傅校長特質對校長策略領導能力的模式經驗證後適配度佳，具有顯著影響力。 最後，本研究依研究結果分別提出以下建議： 壹、對教育行政機關的建議 一、校長培訓課程中應嵌入師傅校長教導，並增加師徒相處的時間。 二、遴選師傅校長時，應先瞭解校長的期待與需求。 三、應重視師傅校長的選擇、訓練、配對與課程安排。 四、應將縣市遴選師傅校長的作法推廣至其他辦理校長儲訓之單位。 五、應建置「師傅校長網絡（mentor network）」，持續給予校長支持。 六、校長培訓課程應納入策略領導能力涵養，並加強轉化行動的能力。 七、應強化校長策略領導知能，鼓勵相關學術研究與舉辦研習活動。 貳、對國民小學校長的建議 一、校長參加校長遴選時，應以適合自身條件的學校為考量。 二、鼓勵退休與資深優秀校長擔任師傅校長。 三、鼓勵校長積極參與專業社群，以增進經驗交流、互動與成長。 四、校長應重視策略領導能力的培養，並加強轉化行動的能力。 / The main purpose of this research is to study the ideal mentor’s traits for an elementary school principal and the strategic leadership ability of an elementary school principal. The research methods used was literature review, questionnaires investigation, focus group sessions and interviews. The research instrument was distributed to 1000 elementary public school principals all over Taiwan and 714 valid samples were used in this study. The data obtained was interpreted using descriptive statistics, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation, SEM through the use of LISREL 8.71, and content analysis. The conclusions drawn from the study were as follows: 1. An elementary school principal ideal mentor’s traits includes: positive attitude, self requirement, strong people and communication skills, life long learner, and good manager of time and resources. 2. Strategic leadership ability of an elementary school principal includes: goal setting, translate strategy into action, align people and organizations, develops core competencies, and has leadership wisdom. 3. The mentor’s trait “good manager of time and resources” ranks first and “positive attitude” ranks last. 4. All the elementary principal strategic leadership abilities received a positive outcome and “develops core competencies” rank the highest. 5. The elementary school principal’s background demography age, years in service, and training unit incurred a significant difference with all the ideal mentor’s traits. 6. The elementary school principal’s background demography age, years in service, school size, and school district incurred a significant difference with all the strategic leadership abilities. 7. Elementary school principals who got high score on the ideal mentor’s traits were gotten better score in the strategic leadership ability than low and middle ones. 8. The ideal mentor’s traits for an elementary school principal are positively correlated with the strategic leadership ability of an elementary school principal. 9. The ideal mentor’s traits for an elementary school principal could positively predict the strategic leadership ability of an elementary school principal, and its “model fit indices” is proper. In the last, based on the research results, the researcher propose some suggestions for “Educational Administrative Agencies” and “principal of elementary schools”, hoping to benefit the of the school principal preparation systems in the future.

本研究旨在瞭解臺北縣市高中教師知覺校長轉型領導與教師組織承諾的現況，並分析教師人口變項、學校環境變項在校長轉型領導以及教師組織承諾的差異情形，最後探討校長轉型領導與教師組織承諾之關係。 本研究以問卷調查法為主，訪談為輔，所稱「高中」校長，僅包括公立（含國立與縣市立）高級中學，不含私立高中與綜合高中。問卷調查法以自編「高中校長轉型領導與教師組織承諾調查問卷」（內含基本資料、校長轉型領導量表與教師組織承諾量表）為工具，對臺北縣市公立高中進行問卷調查。問卷以高中教師為調查對象，計調查41所學校，發出問卷668份、回收534份、有效問卷513份，可用率76.8%。調查所得資料分別以描述性統計、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實施資料分析，據以進行研究結果的分析與討論。 研究結論如下： 一、目前高中校長轉型領導與教師組織承諾現況表現均屬中上程度。 二、在教師人口變項中，不同年齡、職務的教師在所知覺的校長轉型領導上具有顯著差異。其中以年齡較大教師以及兼任主任教師知覺的校長轉型領導程度較高。 三、在教師人口變項中，不同年齡、學歷、年資與職務的教師在教師組織承諾上具有顯著差異。其中以年齡較大教師、四十學分班結業、年資較久以及兼任主任之教師組織承諾較高。 四、在教師人口變項中，不同性別、學歷與年資教師在所知覺的校長轉型領導上沒有顯著差異。不同性別教師在教師組織承諾上沒有顯著差異。 五、在學校環境變項中，不同學校歷史與學校規模的教師在所知覺的校長轉型領導上具有顯著差異存在。其中以學校歷史為11-20年及學校規模為13-24班的教師知覺的校長轉型領導程度較高。 六、在學校環境變項中，不同學校性質、歷史與規模的教師在教師組織承諾上具有顯著差異。以學校歷史較久、班級數較多的一般高中教師組織承諾較高。 七、在學校環境變項中，不同學校性質、學校位置的教師在所知覺的校長轉型領導上沒有顯著差異。不同學校位置的教師在教師組織承諾上沒有顯著差異。 八、在不同性別校長與校長在本校年資變項中，教師所知覺的校長轉型領導有顯著差異，在教師組織承諾上沒有顯著差異。教師知覺男性校長與第一年在本校服務的校長轉型領導程度較高。 九、整體而言，高中校長轉型領導與教師組織承諾具有正相關。 十、校長轉型領導對於教師組織承諾具有預測力。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、學校校長以及未來研究的參考。 / This study aims to investigate the current situations of principals’ transformational leadership and teachers’ organizational commitment in senior high schools and to analyze the differences in teachers’ personal variables and school environmental variables concerning principals’ transformational leadership and teachers’ organizational commitment. Finally, it explores the relationship between principals’ transformational leadership and teachers’ organizational commitment. This study employs the research method of questionnaire surveys and interviews. There were two survey tools used in the study, including Principals’ Transformational Leadership Questionnaire, and Teachers’ Organizational Commitment Questionnaire. Six hundred and sixty eight subjects are randomly selected from forty-one public senior high schools in Taipei city and county. The number of effective samples is 513. The data are analyzed using the methods of description statistics, t-test, one-way ANOVA, and multiple stepwise regressions. The findings of this study are as follows: 1. The current situations of principals’ transformational leadership and the teachers’ organizational commitment in senior high schools are both above average. 2. Among teachers’ personal variables, there is significant difference in principals’ transformational leadership based on the two variables, teachers’ age and teachers' positions. Senior teachers and teachers with administrative affairs get higher scores. 3. Among teachers’ personal variables, there is significant difference in teachers’ organizational commitment based on the variables of teachers’ age, educational degrees, seniority and positions. Older and senior teachers, teachers who completed forty-credits in-service training courses and teachers with administrative affairs get higher scores. 4. Among teachers’ background variables, there is no significant difference in principal’s transformational leadership based on the variables of the teachers’ sex, educational degrees and seniority; and there is no significant difference in teachers’ organizational commitment between male and female teachers. 5. Among the school environmental variables, there is significant difference in principal’s transformational leadership based on the variables of the school’s history and scale. Teachers in schools older than ten years but less than twenty years and teachers in schools with the number of classes more than 13 but less than 24 get higher scores. 6. Among the school environmental variables, there is significant difference in teachers’ organizational commitment based on the variables of school type, history and scale. Teachers in older and bigger schools get higher scores. 7. Among the school environmental variables, there is no significant difference in principals’ transformational leadership based on the variables of school type and location .And there is no significant difference in teachers’ organizational commitment for teachers who serve in different school locations. 8. Based on the variables of principals’ sex and serving years in the school, there is significant difference in principal’s transformational leadership, but there is no significant difference in teachers’ organizational commitment. Male principals and the principal serving for the first year in the school get higher scores. 9. In general ,there is positive correlation between principals’ transformational leadership and teachers’ organizational commitment. 10. Principals’ transformational leadership can serve to predict teachers’ organizational commitment. In the end, based on the findings and conclusions of this research, some suggestions are given to our educational administration authorities, senior high principals and future studies for reference.

本研究旨在探究國民小學師傅校長教導課程與永續領導能力之關係。本研究方法為文獻分析法、問卷調查法及後置訪談及座談法，問卷調查樣本以臺灣地區各縣市公立國民小學校長為研究對象，共1000人，樣本回收732份，回收率達73.2%；樣本可用726份，可用率達72.6%；焦點團體座談係邀請曾經接受過師傅校長教導之現任公立國民小學校長參加。研究工具包含採用之「國民小學師傅校長教導課程調查問卷」、自編之「國民小學校長永續領導能力調查問卷」及「國民小學師傅校長教導課程與永續領導能力座談大綱」。本研究統計方法為描述性統計、t考驗、單因子變異數分析、皮爾森積差相關分析、多元逐步迴歸分析、結構方程模式（SEM）分析及內容分析等方法進行分析討論。根據研究結果與分析後歸納之研究結論如下： 一、師傅校長教導課程含瞭解學校、就任校長、推動校務、化解衝突與生涯發展。 二、永續領導能力含深廣學習、分佈領導、社群連結、資源凝聚與延續傳承。 三、師傅校長教導課程的得分程度佳，並以「推動校務」課程得分最高，而「就任校長」課程得分最低。 四、校長永續領導能力的現況得分程度佳，並以「資源凝聚」能力表現最佳，以「深廣學習」能力得分最低。 五、校長背景變項中，性別、最高學歷在師傅校長教導課程看法的差異達顯著水準，但年齡、年資、學校規模、受訓地點、學校區域未達顯著差異。 六、校長背景變項中，年齡、年資、學校規模、學校區域對知覺永續領導能力的差異達顯著水準，但性別、最高學歷、受訓地點未達顯著差異。 七、師傅校長教導課程得分高分組者，在永續領導能力得分顯著優於中、低分組；師傅校長教導課程得分中分組者，在永續領導能力得分顯著優於低分組。 八、師傅校長教導課程與永續領導能力間呈顯著正相關。 九、師傅校長教導課程對永續領導能力具有中度預測力，且以生涯發展課程最具有預測力。 十、師傅校長教導課程對永續領導能力的模式經驗證後適配度佳，具有顯著影響力。 最後，本研究依研究結果分別提出以下建議： 壹、對教育行政機關的建議 一、校長培訓的課程應嵌入師傅校長教導及永續領導能力。 二、校長培訓課程應增加推動校務、生涯發展課程，以及深廣學習、延續傳承、分佈領導能力。 三、應加強小規模學校校長之永續領導能力。 四、擬定師傅校長教導課程之具體大綱及內容。 五、重視師傅校長的遴選、訓練、配對、教導與評鑑。 六、舉辦校長永續領導能力涵養之研習進修活動。 七、統合相關資源，以建置校長資訊提供及發展之網絡。 貳、對國民小學校長的建議 一、建置校長經驗分享平台，以幫助其成長與發展。 二、組成校長專業社群以增進交流、激盪與對話。 三、鼓勵退休或資深優秀校長擔任師傅校長。 四、強化永續領導的觀念，從學校長期發展進行思維。 五、掌握校務發展的持續性及計畫性的變革步調，延續重要計畫。 六、瞭解學校具有長期時間與寬廣空間之影響力。 七、注重專業知能與實踐能力，以持續進修達成自我之提升。 / The main purpose of this research is to study of relationship of principal’s mentoring curriculum and principal’s sustainable leadership in elementary school. The research methods used was literature review, questionnaires investigation, focus group sessions. The research instrument was distributed to 1000 elementary public school principals all over Taiwan and 726 valid samples were used in this study. The data obtained was interpreted using descriptive statistics, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation, Multiple Regression and SEM model through the use of LISREL 8.71, and content analysis. The conclusions drawn from the study were as follows: 1. The principal’s mentoring curriculum includes: understanding the school, taking up the post of a principal, promoting the administrative affairs of schools, dissolving the conflict and career to develop. 2. Sustainable leadership of an elementary school principal includes: deep and broad to study, distributed leadership, community link, getting resources and conservation. 3. The mentoring curriculum “promoting the administrative affairs of schools” rank first and “taking up the post of a principal” rank last. 4. All the elementary principal sustainable leadership abilities received a positive outcome and “getting resources” rank the highest, “deep and broad to study” rank last. 5. The elementary school principal’s background demography sex and education incurred a significant difference with all the mentoring curriculum. 6. The elementary school principal’s background demography age, years in service, school size, and school district incurred a significant difference with all the sustainable leadership abilities. 7. Elementary school principals who got high score on the mentoring curriculum were gotten better score in the sustainable leadership than low and middle ones, who got middle score on the mentoring curriculum were gotten better score in the sustainable leadership than low ones. 8. The mentoring curriculum for an elementary school principal is positively correlated with the sustainable leadership. 9. The mentoring curriculum for an elementary school principal could positively predict. 10. The model of mentoring curriculum to sustainable leadership for an elementary school principal is proper. In the last, based on the research results, the researcher propose some suggestions for “Educational Administrative Agencies” and “principal of elementary schools”, hoping to benefit the of the school principal preparation systems in the future.

本研究旨在建構國民中小學校長評鑑指標系統，了解指標系統之權重，並提出結論與建議，以供主管教育行政機關實施校長評鑑之參考，並提供後續研究之參考。 在研究方法部分，首先，以文獻分析探討校長評鑑之理論分析，了解校長評鑑之意義、相關概念、目的與程序；探討國內校長評鑑之現況；探討國內校長評鑑之相關研究；探討校長評鑑指標系統之建構，並初擬本研究國民中小學校長評鑑指標系統。第二，以專家審查問卷調查10位專家學者對本研究初擬之指標系統之意見。第三，採模糊德菲法問卷，以18位專精於校長評鑑之專家學者以及富實務經驗之校長為研究對象，以進行本研究指標系統之篩選。第四，採層級分析法問卷，以前揭篩選之指標系統為基礎建構問卷，同樣對18位研究對象進行調查，以建構本研究指標系統之權重。 根據研究之結果與分析，歸納本研究結論如下： 一、本研究建構之國民中小學校長評鑑指標系統共三階層，計有六大領域，十二個向度，三十八項指標。 二、本研究建構之國民中小學校長評鑑指標系統之第一階層各領域相對權重，排序如下：「課程與教學領導」領域佔23.3%、「學生與教師成長」領域佔21.7%、「行政領導與管理」領域佔19.9%、「政策與校務推展」領域佔13.9%、「專業成長與素養」領域佔12.1%、「資源與公關管理」領域佔9.1%。 三、本研究建構之國民中小學校長評鑑指標系統之第二階層各向度相對權重，在「課程與教學領導」領域下，以「教學領導」向度較重要，佔65.1%；在「學生與教師成長」領域下，以「學生學習」向度較重要，佔65.3%；在「行政領導與管理」領域下，以「行政領導」向度較重要，佔66%；在「政策與校務推展」領域下，以「校務推展」向度較重要，佔70.1%；在「專業成長與素養」領域下，以「理念操守」向度較重要，佔70.6%；在「資源與公關管理」領域下，以「資源管理」向度較重要，佔54.6%。 四、本研究建構之國民中小學校長評鑑指標系統之第三階層各指標相對權重，在「教學領導」向度下，以「協助教師實施多元與適性的教學與評量」最重要，佔38.5%；在「課程管理」向度下，以「主持課程發展會議，帶領教師規劃與實施學校課程」最重要，佔41.9%；在「學生學習」向度下，以「培養品德良好、身心健康的學生」最重要，佔29.2%；「教師成長」向度下，以「鼓勵教師參與課程教學研究，促進課程教學效能與創新」最重要，佔40.9%；「行政領導」向度下，以「激勵教職員工生動機，塑造學習文化與共同領導」最重要，佔31.3%；「人力管理」向度下，以「展現知人善任能力，使教職員工適才適所」最重要，佔46.6%；「校務推展」向度下，以「依照學校背景、特性與需求，型塑共享的學校願景」最重要，佔39.5%；「政策執行」向度下，以「將重要教育政策與法令融入校務發展計畫，並落實與檢討」最重要，佔44.9%；「理念操守」向度下，以「具有良好品格操守，遵守專業倫理規範」最重要，佔36.7%；「專業成長」向度下，以「具有專業責任感與服務熱忱，以專業領導同仁」最重要，佔47.7%；「資源管理」向度下，以「妥善運用各項資源，營造優質教學環境」最重要，佔36.7%；「公共關係」向度下，以「與家長、社區維持良好關係，促進交流與資源共享」最重要，佔51.9%。 最後，本研究根據研究結果，提出相關建議，俾供教育主管機關、國民中小學校長以及後續研究之參考。 / The purpose of the study is to construct the principal evaluation indicators system for elementary and junior high schools, understand the weights of the indicators system, and provide conclusions and suggestions for education administrative institutions to implement principal evaluation and future study. As for research methods, firstly, by literature review, discussing the theory basis of the principal evaluation to understand the signification, related concepts, purposes, and procedure; discussing the domestic current status of the principal evaluation; discussing the domestic related studies of principal evaluation; discussing the construction of the principal evaluation indicators system, and preliminarily develop the principal evaluation indicators system for elementary and junior high schools. Secondly, investigating the suggestions of 10 experts by questionnaire. Thirdly, selecting the indicators system by fuzzy Delphi method questionnaire for 18 experts and principals. In the final stage, constructing the weights of the indicators system by Analytic Hierarchy Process questionnaire for the same 18 experts and principals. The main conclusions are as follow: 1. The principal evaluation indicators system for elementary and junior high schools consists with 6 areas, 12 dimensions and 38 indicators in total. 2. The weights of 6 areas are: ‘curriculum and instructional leadership’ area (23.3%), ‘student and teacher growth’ area (21.7%), ‘administrative leadership and management’ area (19.9%), ‘policy and school affair promotion’ area (13.9%), ‘professional growth and integrity’ area (12.1%), ‘resource and public relations management’ area (9.1%). 3. The weights of 12 dimensions are as follow: in ‘curriculum and instructional leadership’ area, ‘instructional leadership’ dimensionis more important( 65.1%); in ‘student and teacher growth’ area, ‘student learning’ dimension is more important( 65.3%); in ‘administrative leadership and management’ area, ‘administrative leadership’ dimension is more important( 66%); in ‘policy and school affair promotion’ area, ‘school affair promotion’ dimension is more important( 70.1%); in ‘professional growth and integrity’ area, ‘idea and moral integrity’ dimension is more important( 70.6%); in ‘resource and public relations management’ area, ‘resource management’ dimension is more important( 54.6%). 4. The weights of 38 indicators are as follow: in ‘instructional leadership’ dimension, ‘assisting teachers to implement diverse and adaptive instruction and assessment’ is most important(38.5%) ; in ‘curriculum leadership’ dimension, ‘directing curriculum development conferences, and leading teachers to plan and implement curriculum’ is most important(41.9%); in ‘student learning’ dimension, ‘training moral and healthy student’ is most important(29.2%); in ‘teacher growth’ dimension, ‘encouraging teacher to participate curriculum and instructional research, and promoting curriculum and instructional innovation and efficacy’ is most important(40.9%); in ‘administrative leadership’ dimension, ‘encouraging faculty and student motivation, and shaping learning culture and participating leadership’ is most important(31.3%); in ‘human resource management’ dimension, ‘picking the right man for the right job’ is most important(46.6%); in ‘school affair promotion’ dimension, ‘according to school background, feature and needs, establishing shared school vision’ is most important(39.5%); in ‘policy implementation’ dimension, ‘integrating important education policies into school development plans, implementing and reviewing the school development plans’ is most important(44.9%); in ‘idea and moral integrity’ dimension, ‘possessing moral integrity, and compling with profession ethics’ is most important(36.7%);in ‘professional growth’ dimension, ‘possessing professional responsibility and service enthusiasm, and leading members by profession’ is most important(47.7%); in ‘resource management’ dimension, ‘properly using resources, and shaping high quality instructional environment’ is most important(36.7%); in ‘public relations’ dimension, ‘maintaining good relation with patents and community, promoting exchange ,and sharing resources’ is most important(51.9%). In conclusion, the findings and results in hope of providing suggestions for educational administrative institutions, elementary and junior high school principals, and future study.

本研究旨在探討國民中小學師傅校長教導課程與校長專業能力之間的關係。除探討國民中小學師傅校長教導課程內涵及其現況，瞭解背景變項在知覺師傅校長教導課程重要性得分的差異情形外，亦分析師傅校長教導課程與校長專業能力指標之相關程度，並探討師傅校長教導課程對校長專業能力的預測情形。 本研究係以台北縣、台北市、宜蘭縣、基隆市四縣市之國民中小學校長、主任、組長為研究對象，以「師傅校長教導課程與校長專業能力指標調查問卷」為工具進行研究，內含基本資料、師傅校長教導課程問卷及校長專業能力指標問卷三部分，具有良好的信度、效度。預試有效樣本137位，以因素分析、積差相關、信度分析，研究預試問卷的信度、效度；正式施測有效樣本536位，分別以描述分析、t考驗、變異數分析、積差相關分析、多元逐步迴歸分析等統計方法進行分析，並得到以下數項結論： 一、國民中小學校長、主任、組長在「師傅校長教導課程問卷」的總得分上，屬於中上程度，在各向度之得分中，以「化解衝突」最高；其次依序為「推動校務」、「瞭解學校」、「生涯發展」，最低則是「就任校長」；在「校長專業能力指標問卷」的總得分上，屬於中上程度，在各向度之得分中，以「行政管理」最高；其次依序為「校務發展」、「專業責任」、「公共關係」，最低則是「教學領導」。 二、背景變項中，學校層級及學校所在地在師傅校長教導課程問卷上，均具有顯著差異，性別、職務、服務年資則無顯著差異。 三、師傅校長教導課程問卷得分之低、中、高三組在校長專業能力及各向度上，均有顯著差異；同時，不論在「校長專業能力」或「校長專業能力各向度」的得分上，高分組均顯著優於中、低分組；中分組顯著優於低分組。 四、師傅校長教導課程及其各向度，與校長專業能力及其各向度間呈現出顯著的正相關，亦即知覺師傅校長教導課程之瞭解學校、就任校長、推動校務、化解衝突、生涯發展的重要性愈高，則對知覺校長專業能力之校務發展、行政管理、教學領導、公共關係、專業責任的重要性也愈高。 五、在探討師傅校長教導課程各向度中，以推動校務、化解衝突、瞭解學校及生涯發展四者對校長專業能力之聯合預測力最佳，尤以推動校務最具有預測力。 最後，本研究擬根據上述研究結果進行分析討論，以形成結論及建議，並提供教育行政機關、國民中小學校長及未來相關研究之參考。 關鍵字：認知學徒制、師傅校長、師傅教導、校長專業能力 / The purposes of this study were to explore relationships between principal’s mentoring courses and principals’ professional competence in elementary schools and junior high schools. The fist was to explore the reality of principals’ mentoring courses and principals’ professional competence. Secondary, the researcher also investigated the differences of background variables among principals’ mentoring courses and principals’ professional competence. Thirdly, analyze the relationships among principals’ mentoring courses. Finally, explore predictive power of principals’ mentoring courses on principals' professional competence. This study employed the survey method. The subjects were 536 principals and directors randomly sampled from 48 elementary schools and 32 junior high schools in Taipei City, Taipei County, Yilan County and Keelung City. Data were analyzed by using the method of descriptive and inferential statistics, including Frequencies, t-test, ANOVA, Correlation analysis, and Multiple stepwise regression analysis. The major findings were: 1. There is above average perception for principals’ mentoring courses and principals’ professional competence among the elementary and junior high school principals and directors. 2. Significant difference existed among the school level and school location for principals’ mentoring courses. 3. Significant difference existed among low, middle, and high perception of principals’ mentoring courses for principals' professional competence. 4. Significant positive correlation between principals’ mentoring courses and principals' professional competence. 5. In regression forecast of principals’ mentoring courses to principals' professional competence, especially the variable of school administration impetus the largest predictability. Based on the results of this study, make some suggestions for the educational administration, elementary and junior high school principals and future studies. Keywords: cognitive apprenticeship, mentor, mentoring, principals' professional competence

本研究旨在瞭解北北基地區國民小學教師知覺校長正向領導與教師組織承諾的現況，並分析教師人口變項、學校環境變項在校長正向領導以及教師組織承諾的差異情形，最後探討校長正向領導與教師組織承諾之關係。 本研究以問卷調查法為主，所稱「國民小學」校長，僅包括公立（含 國立與縣市立）國民小學，不含私立小學。問卷調查法以自編「北北基地區國民小學校長正向領導與教師組織承諾關係之調查問卷」（內含基本資料、校長正向領導量表與教師組織承諾量表）為工具，對北北基地區國民小學進行問卷調查。問卷以國小教師為調查對象，計調查 78 所學校，發出問卷836 份，回收 764 份，有效問卷 744 份，回收有效率89.00％。調查所得資料分別以描述性統計、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實施資料分析，據以進行研究結果的分析與討論。 研究主要發現如下： 一、 目前北北基地區國小校長在整體正向領導與教師在整體組織承諾方面表現均屬中上程度。 二、在教師人口變項中，不同性別、服務年資與現任職務之教師知覺校長正向領導具有顯著差異。其中以男性教師、服務年資較深以及兼任主任教師知覺校長正向領導程度較高。 三、在教師人口變項中，不同性別、年齡、服務年資與現任職務之教師知覺教師組織承諾具有顯著差異。其中以男性教師、年齡較長、服務年資較深以及兼任主任教師知覺教師組織承諾程度較高。 四、在教師人口變項中，不同年齡、學歷之教師知覺校長正向領導沒有顯著差異。不同學歷之教師知覺教師組織承諾沒有顯著差異。 五、在學校環境變項中，不同學校規模及學校位置之教師知覺校長正向領導具有顯著差異存在。其中以學校班級數12班（含）以下學校規模較小及學校位置位居偏遠地區之學校教師知覺校長正向領導程度較高。 六、在學校環境變項中，不同學校歷史之教師知覺校長正向領導沒有顯著差異。不同學校歷史、學校規模及不同學校位置之教師知覺教師組織承諾沒有顯著差異。 七、校長正向領導不論整體或是各層面都與教師組織承諾整體或各層面具有顯著正相關。 八、整體而言，校長正向領導對於教師組織承諾具有預測力。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、學校校長、教師以及未來研究之參考。 / This study aims to probe into elementary school teachers’ perceived principals’ positive leadership and teachers’ organizational commitment in Taipei City, New Taipei City, and Keelung , and analyze the difference of teachers’ demographic variables and schools’ environment variables on principals’ positive leadership and teachers’ organizational commitment. Finally, this study explores the relationship between principals’ positive leadership and teachers’ organizational commitment. This study conducted questionnaire surveys on public elementary schools only (national and municipal and schools of counties), while excluding private school. The research tool was self-designed “Questionnaire on relationship between principals’ positive leadership and teachers’ organizational commitment in elementary schools in Taipei City, New Taipei City, and Keelung ”, which covers basic information, scale of principals’ positive leadership and scale of teachers’ organizational commitment. The surveys were conducted in 78 schools, and a total of 836 questionnaires were distributed to elementary school teachers. Among the 764 retrieved samples, there were 744 valid samples, with a valid return rate of 89.00%. Data analyses included descriptive statistics, t test, One-Way ANOVA, Pearson’s product-moment correlation and multiple stepwise regression analysis. The research findings are as follows: 1. Currently, in Taipei City, New Taipei City, and Keelung , elementary school principals’ overall positive leadership and teachers’overall organizational commitment are medium to high. 2. As to teachers’ demographic variables, perception of teachers of different genders, working years and current posts on principals’ positive leadership are significantly different. Male teachers, teachers with longer working years, and teachers as directors highly perceive principals’ positive leadership. 3. As to teachers’ demographic variables, perception of teachers of different genders, ages, working years and current posts on teachers’ organizational commitment are significantly different. Male teachers, older teachers, teachers with longer working years and teachers as directors highly perceive teachers’ organizational commitment. 4. As to teachers’ demographic variables, perception of teachers of different ages and educational levels on principals’ positive leadership are not significantly different. Perception of teachers of different educational levels on teachers’ organizational commitment is not significantly different. 5. As to schools’ environment variables, perception of teachers of different school scales and locations on principals’ positive leadership is significantly different. Teachers from schools with less than (including) 12 classes and remote locations highly perceive principals’ positive leadership. 6. As to schools’ environment variables, perception of teachers of different schools backgrounds on principals’ positive leadership is not significantly different. Perception of teachers with different school backgrounds, school scales and locations on teachers’ organizational commitment is insignificantly different. 7. Overall principals’ positive leadership or the related dimensions are significantly and positively related to overall teachers’ organizational commitment or the dimensions. 8. Generally speaking, principals’ positive leadership can predict teachers’ organizational commitment. According to research findings and conclusions, this study proposes the suggestions as references for educational authority, school principals, teachers and future researchers.

本研究旨在瞭解國民小學校長運用網路社群服務與品牌領導之內涵與現況，並探討與預測其關係，最後依據研究結果提出建議。首先，進行文獻探討，作為研究理論之基礎及發展研究工具之依據；其次，依據教育部編製之一百年度國民小學名錄中抽取25縣市之527位國民小學現任校長，(有效問卷382份)，回收情形為預試問卷調查49位國民小學校長，正式問卷382位國民小學校長，以描述統計、獨立樣本T考驗、單因子變異數分析、皮爾森積差相關分析、驗證模式分析；最後，依據研究結果進行綜合討論，以形成結論與建議。茲將本研究之主要結論於建議歸納如下: 壹、國民小學校長運用Facebook與品牌領導之內涵與現況 一、國民小學校長在「校長運用Facebook量表」及其向度的現況得分大多屬 於中高程度，且以「人際關係」向度的得分最高。 二、國民小學校長「品牌領導量表」及其向度的現況得分大多屬於中高程度，且 以「校長實施品牌領導的計劃」向度的得分最高。 貳、不同背景變項的國民小學校長在運用Facebook與品牌領導得分之差異 情形 一、國民小學校長的背景變項中，性別、使用Facebook與否、使用Facebook的頻率，在校長運用Facebook得分之差異達顯著水準。 二、國民小學校長背景變項中，學校規模在校長品牌領導得分之差異達顯著水 準。 叁、國民小學校長運用Facebook與品牌領導之相關情形 一、 整體國民小學校長運用Facebook與品牌領導間呈顯著的正相關，且以 「校長運用Facebook」之「共創價值」向度與「國民小學校長品牌領導」之「學校品牌領導架構與流程」相關程度最高。 肆、驗證本模式之國民小學校長運用Facebook與國民小學校長品牌領導的互動 模式各項適配度指標 上有潛在變項「校長運用Facebook量表」對下游前在變項「國民小學校長品牌領導」具有顯著的影響力。 最後，本研究根據研究發現，提出相關建議，俾供教育行政機關、國民小學校長們以及後續研究之參考。 / The main purpose of this research was to investigate the using Facebook for the purpose of Leadership Branding by the Elementary School Principal in Taiwan. The research methods included literature reviews and questionnaire survey. First, the literature review was the basis of argument and for the development of research tools. Secondly, the research instrument was distributed to 527 elementary school principals all over Taiwan and there were 382 valid sample sizes which were used in this study. Using descriptive statistics, Cronbach α, t-test, one- way ANOVA, correlation, and LISREL model, data are analyzed. Finally, the comprehensive discussion was based on the literature reviews, and to make up conclusions and recommendations which were summarized as follows: A. In the aspect of elementary school principal using Facebook 1. Facebook includes four parts: Interaction, Brand Image, Relationship, and Creation value. Except for the perception of “Relationship” have significant influences on elementary school principal using Facebook. 2. The background variables in gender, if to use Facebook, frequency of usage Facebook have significant influences on elementary school principal using Facebook. B. In the aspect of Brand Leadership 1. The brand leadership includes three parts: the structure and process of school brand leadership, recognizing and stating school brand, principals utilize the plans of brand leadership. Except for the perception of “principals utilize the plans of brand leadership” have significant influences on Brand Leadership. 2. The background variables in size of school have significant influences on Brand Leadership. C. In the aspect of the relationship in between the Facebook and Leadership Branding by the Elementary School Principal 1. There was a positive correlation existed among Facebook on dimension of “Creation” and Leadership Branding on dimension of “the structure and process of school brand leadership” by the Elementary School Principal. D. In the aspect of relationship among the Facebook and Leadership Branding by the Elementary School Principal 1. There were positively correlation existed among the Facebook and Leadership Branding by the Elementary School Principal. In the last part, according to the findings and results, the researcher proposed some suggestion for the educational officers and the principals of elementary school, hoping to benefit the improvement and development of education of elementary school in the future.

本研究旨在參照美國跨州學校領導標準證照聯合會（ISLLC）所提出的「ISLLC學校領導者標準」為例，藉以建構出國民中小學校長領導能力指標權重體系。研究方法運用分析網路程序法（ANP），研究工具則採用編修之「國民中小學校長領導能力指標權重體系調查問卷」，並以校長學、校長培育、學校行政等領域之13位學者專家為研究對象，對國民中小學校長領導能力指標之內容進行重要性評比。 本研究依據研究結果，得到以下二項研究結論： 一、學校文化與教學方案為最重要之校長領導能力向度 二、提升教師專業能力為最重要之校長領導能力指標 而依據研究結論，本研究提出以下建議，以作為教育行政機關、校長培育機構等之參考。 一、對教育行政機關之建議 （一）儘速研擬設立校長培育標準及專責單位 （二）校長領導能力指標可作為校長評鑑與校長證照制度之基礎 二、對校長培育機構之建議 （一）校長培育課程中其校長領導能力的規劃，以「學校文化的建立」與「教師能力的提升」作為初階能力的養成 （二）「提升教師專業能力」、「合作發展與共享」、「發展績效評估系統」作為校長培育課程的首要目標 此外，本研究亦針對後續研究者在研究對象、研究方法及研究範圍等三方面，提出相關建議。 關鍵字：校長領導能力、校長培育課程、分析網路程序法 / The purpose of this study is to construct a weight system of principal’s leadership competence indicators for the elementary and junior high school, and this study refer to “Interstate school leaders licensure consortium: Standards for school leaders” as an example. The main method of this study is Analytic Network Process (ANP). The research instrument of this study is a modified questionnaire which is used to survey the elementary and junior high principal’s leadership competence. 13 scholar experts most in principalship, principal preparation and school administration are taken as the research object to estimate the importance of indicator for the elementary and junior high school principal’s leadership competence. According to the research results, two conclusions are as follows: 1. School culture and instructional program is the most important dimension of school principals' leadership competence. 2. Enhancement of the professional competence of teachers is the most important indicator of school principals' leadership competence. This study provides the following suggestions from the conclusions to the educational administrations and the organizations of principal preparation for reference: 1. For education administration authority (1) Plan to establish the standards of principal preparation and set up an unit in charge of them. (2) The indicator of school principals' leadership competence can be a basis of principal evaluation and principals’ licensure. 2. For the institutes of principal preparation (1) Planning of principals' leadership capacity in the principal preparation courses as entry-level capacities are “The establishment of school culture” and “The enhancement of the professional competence of teachers”. (2) The principal of the primary objective of the course are “The enhancement of the professional competence of teachers”, “The cooperation and development and sharing”, and “The development of performance evaluation system”. In addition, this study also provides future researchers in three areas of the object of study, research methods and scope of the study to make recommendations. Keywords: principal leadership capacity, principal preparation program, analytic network process

本研究旨在探討新北市國民小學小型學校校長領導風格與教師投入學校行銷的關係，並根據文獻探討、問卷調查、統計分析後提出結論與建議。 為達成上述研究目的，本研究採用問卷調查法，針對新北市國民小學小型學校教師為研究樣本。正式施測共發出問卷210份，回收問卷203份，回收率96.67%，可用率94.76%。回收後將所有資料輸入電腦使用SPSS軟體加以統計分析，分別採用敘述性統計分析、t考驗、單因子變異數分析、皮爾遜積差相關、逐步多元迴歸分析。本研究之主要結論歸納如下： （一）目前新北市國民小學小型學校校長領導風格與教師投入學校行銷之現況，屬於「中高」程度的表現。 （二）不同學校所在行政分區、學校歷史(校齡)、學校特色發展之教師，對於知覺校長領導風格類型有顯著差異。 （三）不同年齡、教育程度(學歷)的教師，與身處不同學校所處之行政分區、學校特色發展之教師，對於投入學校行銷有顯著差異。 （四）校長領導風格類型與教師投入學校行銷之間有顯著相關。 （五）校長領導風格對教師投入學校行銷具有中高程度的預測力。 最後，根據研究結果提出相關建議，以提供學校教育人員、教育行政機關及後續研究之參考。