University of Macau / Faculty of Education

University of Macau / Faculty of Education

本研究主要目的在分析新北市國民中學校長創新領導行為、教師知識管理能力與學校創新經營效能之關聯。研究採用調查研究法，以新北市之公立國民中學教師為研究對象抽40所學校，計有496位。問卷調查結果採用描述性統計、t考驗、單因子變異數分析、皮爾森積差相關以及多元逐步迴歸等統計方式加以分析。 　　本研究得到下列項結論： 一、新北市國民中學校長創新領導行為情況良好，並以「創造思考」為最佳。 二、新北市國民中學教師知識管理能力表現良好，並以「知識獲取」為最佳。 三、新北市國民中學的學校創新經營效能情況良好，並以「創新學校表現效能」為最佳。 四、新北市國民中學不同性別、現任職務、學校規模之教師在知覺校長創新領導行為上有顯著差異。 五、新北市國民中學不同現任職務、服務年資、學校規模之教師在教師知識管理能力上有顯著差異。 六、新北市國民中學不同現任職務、服務年資、學校規模之教師在知覺學校創新經營效能上有顯著差異。 七、國民中學校長創新領導行為、教師知識管理能力與學校創新經營效能三者間具有正向的關聯。 八、國民中學校長創新領導行為及教師知識管理能力的分層面，對學校創新經營效能有正向的預測作用。 　　最後，根據研究結果提出主要結論與相關建議，以供教育行政機關與國民中學之參酌。 / The purpose of this study is to examine the relationship among principals’ innovative leadership behavior, teachers’ knowledge management capability, and effectiveness of school innovation management. Data were collected from 496 teachers of 40 junior high schools in New Taipei City. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, pearson correlation analysis, and stepwise regression. Conclusions were as follows: 1. The perceptions from the junior high school teachers about principals’ innovative leadership behavior are positive. Furthermore, “creative thinking” is the highest. 2. The perceptions from the junior high school teachers about teachers’ knowledge management capability are positive. Besides “knowledge acquirement” is the highest. 3. The perceptions from the junior high school teachers about effectiveness of school innovation management are positive. “innovative school performance” is the highest in addition. 4. Teachers from different gender, position, and school size in New Taipei City, they had diversely feeling about principle’s innovative leadership behavior. 5. Teachers form different position, seniority, and school size in New Taipei City, their knowledge management capability are obviously difference. 6. Teachers form different position, seniority, and school size in New Taipei City, their perception of school innovative efficiency are obviously diversity. 7. Principle’s innovative leadership behavior, teachers’ knowledge management capability and effectiveness of school innovation management, these three factors had highly positive correlation. 8. The sub-level of the principals’ innovative leadership behavior and teachers’ knowledge management capability can apparently predict the effectiveness of school innovation management. 　　At last, according to the results, this study provides the conclusion and the suggestions particularly for the institution of educational administration and junior high schools.

本研究旨在探討桃園市高中職校長學術樂觀與教師教學成效的現況，藉由分析不同背景變項與學校變項之教師在知覺校長學術樂觀與教師教學成效的差異情形；進而探討校長學術樂觀對教師教學成效，最後根據研究提出結論。 為達上述研究目的，本研究採用問卷調查法，以桃園市33所公私立高中職之教師兼主任、教師兼組長(含科主任)、教師兼導師與專任教師為研究對象，採隨機抽樣方式，寄發問卷440份，回收有效問卷412份，有效回收率為93.6 ％。問卷所得資料採用IBM SPSS Statistics 20.0統計軟體進行資料分析，獲得以下結論： 一、高中職現職教師在年齡與任教年資的差異上，顯現出對校長學術樂觀有不同之知覺傾向 二、高中職兼任導師之現職教師對校長學術樂觀知覺較低 三、公立高中職之現職教師對校長學術樂觀知覺呈現正相關 四、高中職現職教師在年齡與任教年資的差異上，顯現出對教師教學成效有不同之知覺傾向 五、高中職兼任導師之現職教師對教師教學成效知覺較低 六、高中職之現職教師對校長學術樂觀與教師教學成效具中度顯著關係，但在「班級氣氛」層面呈現低度顯著 七、高中職現職教師在「校長學術樂觀」的「信任教師、學生、家長」與「重視學生學習」對「教師教學成效」具有較高之預測力 / This study was designed to investigate the current status of high school principal’s academic optimism, teacher’s teaching effectiveness and their relationship in Taoyuan. Base on the result of analyzing the difference of teaching effectiveness of teachers from different backgrounds and different schools, and of school principal’s academic optimism, and on the result of exploring the influence of principal’s academic optimism on the effectiveness of teacher’s teaching, the conclusion is made. To achieve the above purpose, the research uses the questionnaire survey procedure, the grand total provides 440 questionnaires randomly to teachers who are in different positions, either homeroom teachers, full time teachers, section chief or directors in 33 public or private high schools in Taoyuan, recycling effective questionnaires 412, the effective questionnaire recycling a rate 93.6%. The data obtained from questionnaires has been analyzed by using IBM SPSS Statistics 20.00 obtain the following a conclusion: 1. When high school teachers’ age and the length of teaching year vary, their perception of principal’s academic optimism differs. 2. High school teachers’ perception of principal’s academic optimism is weak if they are homeroom teachers. 3. Public high school teachers have stronger perception of principal’s academic optimism. 4. Teachers with different ages and different length of teaching years have different perception of teaching effectiveness. 5. Current teachers who are homeroom teachers have weak perception of teaching effectiveness. 6. Academic optimism of high school principals is moderate significantly correlated to teachers’ teaching effectiveness, but weak correlated to classroom climate. 7. Two parts of measurement of principal’s academic optimism, faculty trust in students and parents and the school’s academic emphasis are highly predictable to teacher’s teaching effectiveness of current high school teachers.

本研究旨在瞭解新竹市國民小學校長知識領導、學校組織學習與教師組 織公民行為之現況，並分析不同背景變項之教師在知覺校長知識領導、學校組織學習與教師組織公民行為之差異情形，且探討三者之間的關係，最後藉由校長知識領導與學校組織學習對教師組織公民行為進行預測。 本研究採調查研究法，共計抽樣 29 所學校，發出 685 份問卷，回收 484份有效問卷，問卷有效率達 70.66%。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、新竹市國民小學教師知覺校長知識領導為高程度，以「充實領導知能」之知覺程度為最高，「展現創新行動」之知覺程度相對較低。 二、新竹市國民小學教師知覺學校組織學習為中高程度，以「系統思考」之知覺程度為最高，「溝通對話」之知覺程度相對較低。 三、新竹市國民小學教師有中高程度之教師組織公民行為表現，以「利他人行為」之表現為最高，「利組織行為」之表現相對較低。 四、新竹市國民小學教師，因其年齡、服務年資、學校規模與學校歷史之不同，而有不同的校長知識領導知覺感受，以 30 歲以下、服務年資 10 年（含）以下、學校規模 15 班以下與學校歷史 40 年以下、61 年以上之教師知覺程度較高。 五、新竹市國民小學教師，因其年齡、服務年資、教育程度與擔任職務之不同，而有不同的學校組織學習感受，以 31 至 40 歲、服務年資 10 年（含）以下、研究所以上學歷與擔任主任之教師知覺程度較高。新竹市國民小學教師，因其年齡、服務年資、教育程度與擔任職務之不同，而表現出不同程度的教師組織公民行為，以 30 歲（含）以下、服務年資 10 年（含）以下、研究所以上學歷與擔任級任教師之教師表現程度較高。 六、新竹市國民小學校長知識領導、學校組織學習與教師組織公民行為的知覺及各分層面，彼此之間具有正相關。 七、新竹市國民小學校長知識領導對教師組織公民行為具有預測作用，以「展現創新行動」的預測力最佳。 八、新竹市國民小學學校組織學習對教師組織公民行為具有預測作用，以「團隊學習」的預測力最佳。 九、新竹市國民小學校長知識領導、學校組織學習對教師組織公民行為具有預測作用，以「團隊學習」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。

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

本研究旨在瞭解國中校長正向領導、教師正向心理資本與教師組織公民行為的現況，並比較不同背景變項之國中教師知覺校長正向領導、教師正向心理資本與教師組織公民行為的差異情形，最後探討國中校長正向領導、教師正向心理資本與教師組織公民行為之關係。 本研究採問卷調查法進行研究，以臺北市、新北市和桃園縣之國中正式教師為對象，共發出896份問卷，回收831份，有效問卷823份，回收有效率91.85％。調查所得資料分別以IBM SPSS Statistics 20.0版及IBM SPSS Amos 21.0版電腦統計套裝軟體進行描述性統計、獨立樣本t檢定、單因子變異數分析、Pearson 積差相關、結構方程模式(SEM)等統計分析。研究主要發現如下： 一、 目前臺北市、新北市和桃園縣之國中教師知覺校長正向領導、教師正向心理資本與教師組織公民行為之現況呈中上程度。 二、 不同背景變項之國中教師知覺校長正向領導、教師正向心理資本與教師組織公民行為有顯著差異。 1. 男性、年齡51歲以上、服務年資5年以下、兼任行政職務、服務於24班以下學校之國中教師知覺校長正向領導的程度較高。 2. 男性、年齡51歲以上、兼任行政職務之國中教師表現出較高的教師正向心理資本。 3. 男性、年齡51歲以上、兼任行政職務之國中教師表現出較佳的教師組織公民行為。 三、 國中教師知覺校長正向領導、教師正向心理資本與教師組織公民行為兩兩之間具有正相關。 四、 國中校長正向領導透過教師正向心理資本影響教師組織公民行為，其中教師正向心理資本具中介效果。 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、國中校長、國中教師及未來研究者之參考。 / The aim of this study is to discuss the junior high school teachers’ perception toward the principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors, compare the differences in the perception of the principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors among teachers with different background variables. Finally, the study explores the relationship among the junior high school teachers’ perception of the principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors. The research is to adopt questionnaire survey by targeting on the junior high school teachers of Taipei City, New Taipei City and Taoyuan County. A total of 896 questionnaires were distributed and 831 questionnaires were received. There were 823 valid samples, with a valid return rate of 91.85%. The date analyses, through IBM SPSS Statistics 20.0 and IBM SPSS Amos 21.0, included descriptive statistics, t-test, one way ANOVA, Pearson product-moment correlation coefficient and structural equation modeling (SEM). The main findings of this research are as follows: 1. Currently, in Taipei City, New Taipei City and Taoyuan County, the perception of junior high school teachers towards principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors are above average. 2. The perception of junior high school teachers with different background variables towards principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors have significant differences. 2.1 Male teachers, teachers aged above 51, teachers with less than 5 years of teaching experience, teachers as directors or section chief, teachers who teach at a school with less than 24 classes highly perceive principals’ positive leadership. 2.2 Male teachers, teachers aged above 51, teachers as directors or section chief highly perceive teachers’ positive psychological capital. 2.3 Male teachers, teachers aged above 51, teachers as directors or section chief highly perceive teachers’ organization citizenship behaviors. 3. There are positive correlations among the junior high school teachers’ perception toward the principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors. 4. The junior high school principals’ positive leadership through teachers’ positive psychological capital affects teachers’ organization citizenship behaviors, teachers’ positive psychological capital with mediating effect. Finally, according to the research findings and conclusions, the study proposes the suggestions as references for educational authority, junior high school principals, teachers and future researchers.

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.

本研究旨在探討桃園縣、新竹縣、新竹市與苗栗縣國民中學校長策略領導、學校組織文化與學校創新經營效能之現況，並分別針對不同校長個人背景變項和學校環境變項在校長策略領導、學校組織文化與學校創新經營效能的差異加以探討；其次，分析三者之關係；最後則針對其預測力進行檢證。 本研究採問卷調查法，經分層比例抽樣選取桃園縣、新竹縣、新竹市與苗栗縣國民中學之學校主任、組長、導師與專任教師為調查分析的對象，抽樣調查42所學校共500位教育人員，回收樣本495 位。以自編「國民中學校長策略領導、學校組織文化與學校創新經營效能調查問卷」為工具進行調查，調查所得的資料則以社會科學統計套裝軟體（SPSS for window 17.0 中文版）進行統計，調查所得的資料分別進行描述與推論統計，包括：描述性統計、t考驗、單因子變異數分析、Scheffé事後分析、皮爾遜積差相關、多元逐步回歸分析等統計方法進行後續分析與討論後，獲致以下研究結論： 一、 桃園縣、新竹縣、新竹市及苗栗縣國民中學教師對策略領導、學校 組織文化及學校創新經營效能之運作現況的 知覺屬於程度良好， 其中以「策略思維」、「科層型文化」及「學生活動創新效能」層 面的表現最佳，而「轉化願景」、「創新型文化」及「校園環境創 新能」層面較差。 二、 桃園縣、新竹縣、新竹市及苗栗縣國民中學不同校長性別在校長策 略領導、學校組織文化與學校創新經營效能上具有顯著差異。 三、 不同校長年齡在校長學校組織文化具有顯著差異。而在校長策略領 導與學校創新經營效能上則無顯著差異。 四、 不同校長在校年資在校長策略領導整體及各層面具有顯著差異，而 學校組織文化與學校創新經營未具有顯著差異。 五、 不同校長總年資在校長策略領導、學校組織文化與學校創新經營效 能上具有顯著差異。 六、 不同學校所在地在校長策略領導、學校組織文化與學校創新經營效 能上具有顯著差異。 七、 不同學校歷史在校長策略領導、學校組織文化與學校創新經營效能 之「行政管理創新效能」、「校園環境創新效能」及「社會資源運用 創新效能」方面上具有顯著差異。 八、 不同學校規模在學校組織文化之「創新型文化」層面與學校創新經 營效能上具有顯著差異。而校長策略領導則無顯著差異。 九、 桃園縣、新竹縣、新竹市及苗栗縣國民中學校長策略領導、學校組 織文化與學校創新經營效能三者之間有密切的正相關。 十、 校長策略領導與學校組織文化對學校創新經營效能整體具有預測力 其中以「創新型文化」、「轉化願景」、「引領變革」與層面最具 預測力。 十一、校長策略領導與學校組織文化各層面對整體學校創新經營效能各 層面具有預測力。 最後，依據研究結果，提出具體建議，俾供教育行政機關、校長以及後續研 究者之參考。 關鍵詞: 校長策略領導、學校組織文化、學校創新經營效能 / This research aims to study the current situations of school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools, especially in the junior high schools in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County. The school principals’ different personal backgroud and dissimilar environments of different schools are dissected while analyzing the relationship among the three. Moreover, the predictability of the three is examined respestively. The questionnaire investigation of this research adopts stratified random sampling method, and the subjects of the investigation are the school deans, section chiefs, homeroom teachers and subject teachers in the junior high schools in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County. Questionnaires are distributed to 500 educational personnel in 42 schools, and 495 of which are collected. The questionnaire used in the investigation is self-designed and the collected data and statistics are compiled by exercising SPSS for window 17.0. The acquired data are described, analyzed and discussed by using descriptive statistic, t-Test, One-way ANOVA, Scheffé Method, Pearson product-moment correlation, multiple regression analysis, and the findings are as the following. I. The junior high school teachers in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County are well aware of the situations of their school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools, especially in the aspects of ‘Tactic Thinking’, ‘Bureaucratic Culture’, and ‘Efficacy of Innovative Student Activities.’ Yet, the teachers don’t realize much about the aspects of ‘Prospect of Transformation’, ‘Innovative Culture’ and ‘Efficacy of Innovative School Environment.’ II. The gender difference of the school principals leads to obvious differences in school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County. III. The age difference of the school principals leads to obvious differences in the organizational cultrue of the schools. Rather, it makes no evidence differences in the school principals’ strategic leadership and the efficacy of the innovative management in the schools. IV. The difference in the years of working experence in the schools of the school principals leads to obvious differences in school principals’ strategic leadership. Rather, it makes no evidence differences in the organizational cultrue of the schools, and the efficacy of the innovative management in the schools. V. The difference in the total years of working experience of the school principals leads to obvious differences in school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools. VI. The difference in the location of the schools leads to obvious differences in school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools. VII. The difference in the history of the schools leads to obvious differences in school principals’ strategic leadership, organizational cultrue of the schools, and ‘Efficacy of Administrative Management’, ‘Efficacy of Innovative School Environment’ and ‘Efficacy of Application of Innovative Social Resources’ of the efficacy of the innovative management in the schools. VIII. The difference in the scale of the school leads to obvious differences in the efficacy of the innovative management in the schools, and ‘Innovative Culture’ in organizational cultrue of the schools. Rather, it makes no evidence difference in the school principals’ strategic leadership IX. There is a highly positive correlation among school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County. X. School principals’ strategic leadership, and organizational cultrue of the schools have predictability in the overall efficacy of the innovative management in the schools, especially in the aspects of ‘Innovative Culture’, ‘Prospect of Transformation’, and ‘Leading Reformation.’ XI. School principals’ strategic leadership, and organizational culture of the schools have predictability in different perspectives of the efficacy of the innovative management in the schools. At last, accoring to the results of the research, I’ve made some suggestions, hoping to provide reference materials for educational administrative organizations, school principals and other researchers in this field.

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.