壹、研究目的 校長是學校的靈魂人物，學校教育工作之推行。雖係團體共同運作，但其成敗決定於 校長一人之領導。本研究旨在探討教育學者、教育廳局行政人員、高級中等學校（校 長、主任、組長、教師）、國中校長等教育人員，對現行高級中等學校校長甄選制度 的滿意度及改進意見，並根據研究結果提出結論與建議。 貳、研究方法與內容 本研究以有資格參加省立高級中等學校校長甄選，及可能對本制度有積極貢獻，或受 此甄選制度影響者為研究對象。因研究對象分佈全省各地，人數眾多，限於個人條件 及時間，研究者無法一一調查，因而將全省劃分成北、中、東、南及離島五個區，採 分層隨機抽樣方式抽取下述各類人員，其分佈情形如下：教育學者38人，教育行政人 員36人，省立高級中等學校（校長55人、主任220 人、組長165 人、教師165 人）， 國中校長186 人。 研究中以文獻分析法問卷調查法及比較研究法，探討下列問題： 一、校長甄選理論。 二、高級中等學校校長之角色任務與其必備的基本能力。 三、美、日等世界先進國家之高級中等學校校長甄選制度。 四、台灣省立高級中等學校校長甄選制度之沿革。 五、省立高級中等學校校長甄選制度之現況分析。 參、研究結果 本研究首先分析省立高級中等學校校長必備的基本能力，從基本職務、行政工作能力 、專業學術修養及人格特徵等方面分析一位理想的高級中等學校校長必備的能力。並 據以分析如何建立一套合適的校長甄選參照指標。研究結果顯示最重要的甄選參照指 標依序為： 一、品德修養。 二、教育專業精神。 三、行政工作能力。 四、人格特質。 五、教學及行政經驗。 現行台灣省立高級中等學校校長甄選作業程序方面，研究結果顯示大多數教育人員表 示贊同。惟教育學者與高中（職）教師對現行甄選作業中有關校長任用資格、初選及 決選方式較不滿意。 綜合各類教育人員對省立高級中等學校校長甄選辦法的改進意見如下： 一、甄選方式 本研究實證結果顯示，以支持公開考試甄選者較多，可能是研究者在問卷說明上未作 適當說明造成誤導，根據研究者分析，問卷填答者所謂「公開考試甄選」應是類似國 民中小學的校長甄選方式，按國中（小）校長甄選也係由甄選委員會甄選。此反應受 試者多數認為現行甄選方式不夠公開，不夠「透明化」，值得有關單位重視。 二、甄選委員會的成員 成員是教育學者、及教育行政人員，研究者認為重要的人員如資深校長，教師代表及 民意代表等，甚少被認為應加入，反觀美國及日本，根據文獻顯示其甄選委員包括： 教師、家長、社會公正人士，及教育行政人員。 三、省立高級中等學校校長人選來源 根據實證資料顯示，以高級中等學校主任為最優先，次為國中校長，以下依序為教育 行政人員、高中（職）教師、大專院校教授、副教授講師。 四、甄選機構 全部受訪者中，64.4% 的受訪者贊成由教育廳負責甄選，24.6% 受訪者主張由教育專 業團體負責甄選14.4% 受訪者主張由教育部負責甄選，4.1%受訪者主張由其他機構負 責甄選。 五、應試資格 （一）學歷方面： 全部受訪者中以主張大學或獨立學院畢業並曾修習教育學科二十個學分以上者最多（ 佔39.9% ），次為師範大學師範學院或教育學院畢業（佔15.4% ）。 （二）教學經歷方面： 全部主張高級中等學校校長候選人最少要有六年以上教學經歷者最多（佔39.7% ）， 次主張最少要有五年以上（佔26.5% ）。 （三）行政經歷方面： 行政經歷方面以主張最少五年以上最多（佔全部受訪者28.1% ），次為三年以上（佔 全部受訪者24.6% ）。 （四）年齡方面： 最低年齡以主張四十歲以上最多佔全部受訪者36.3% 。最高年齡五十五歲以下者最多 佔全部受訪者41.6%。 六、其他問題 （一）婦女保障名額方面： 實證研究結果顯示，各類教育人員中有半數以上受訪者（54.3% ）反對實施婦女保障 名額，可能原因是女性在教育界已非少數族群，更非弱勢族群，且基於男女平等女性 不願接受保障措施。 （二）原住民保障名額方面： 實證研究結果顯示，過半數受訪者（54.8% ）反對實施原住民保障名額措施，可能原 因是校長有任期制，也未有純原住民就讀學校，且原住民也非教育界的少數族群未有 接受保障的必要。 （三）增加錄取名額，建立校長候用制度方面： 受訪者中大多數教育人員（佔90.7% ），贊成甄選時增加錄取名額，建立校長候用制 度，依決選成績建立候用名冊，依序分發任用。 （四）筆試方面： 受訪者中有78.2% 教育人員贊成增加題數，並禁止攜帶參考資料進入考場。 （五）複選成績公佈方式： 受訪者中大多數教育人員（佔85.7% ）贊成筆試評分完後，立即由甄選委員會正式公 佈複選成績及名次，以提高甄選之信度。 肆、建議 基於上述分析與研究之結論，擬提出以下九項建議，供教育主管部門在甄選高級中等 學校校長時作為決策性參考。 一、建立高級中等學校校長甄選模式。 二、應速修訂高級中等學校校長甄選辦法。 三、應統一省（市）立高級中等學校校長甄選方式。 四、高級中學及職業學校校長應分開甄選。 五、建立高級中等學校新任校長儲訓制度。 六、實施候選人年齡限制。最適當的校長年齡為40∼55歲。 七、應開放讓教師參加高級中等學校校長甄選，且校長候選人必須具備教師資格。 八、建議定期舉辦省立高級中等學校校長甄選，增加錄取名額，依成績高低建立候用 名冊，遇有高中、高職校長出缺，依序分發任用。 九、建議複選評定後，立即由甄選委員會正式公佈入選名單及成績名次，以提高甄選 委員會公信力。 十、建議實施學校行政人員證書制度。 十一、實施候選人性向、心理與人格測驗。 十二、繼續推動並改進推荐制度。

受到多元文化思潮與婦女運動影響，台灣教育開始針對兩性不平等處境進行反省或批評，然而許多研究僅將其概念限制於課程改革，卻忽略其他向度，鮮少檢核教育工作者本身之意識型態與實際教育活動可能產生的潛在課程，教育各環節中的性別職業隔離現象更以非正式的面貌持續再製性別歧視問題。 本研究旨在瞭解影響台北市國小校長校長職位晉升因素，研究開始時間為民國八十八年初，研究樣本限制範圍為台北市國民小學校長甄選辦法（非遴選制）中所指，經公開考試、儲訓合格及分發，任職於台北市市立國民小學校長。 依據研究目的，透過文獻探討和半結構式的深度訪談，獲得以下結論。 一、造成國小教師性別人數比例失衡之原因：1、國小男性教師自我認知的低社經地位造成人數流失，2、教師專業分工與角色的性別，3、年齡層及地區別造成國小教師性別比例差異。 二、國小教師性別差異對於職位晉升的影響：1、男性較少受到性別歧視與性別刻板印象，2、男性擔任行政職位的動機較強烈，3、女性主管被認為有較多的負面人格特質，4、男性被認為領導統御能力較好，5、男性在生理的限制較少，6、社會給予男性教師較大的升遷壓力。 三、影響國小男性校長校長職位晉升之因素：1、行政主管任用人才的條件，2、轉換生涯跑道的契機，3、競爭對手出現時的表現，4、職位晉升信念的產生，5、擬定職位晉升策略，6、校長應具備的能力與特質。

臺北縣市國民中學知識管理、校長領導風格與教師專業成長關係之研究 摘 要 本研究主要在探討臺北縣市公立國民中學知識管理、校長領導風格與教師專業成長的關係。為達成研究目的，首先進行領導風格(Leadership Styles)、知識管理(Knowledge Management)及教師專業成長(Teachers' Professional Growth)的相關文件分析，選用符合本研究的調查問卷，進行施測。隨後依學校類別屬於大型、中型或小型，採分層叢集隨機取樣之方式，抽取臺北縣市公立國民中學教師626人進行問卷調查，問卷回收率為83.23%，剔除無效樣本81人，有效樣本人數為440人。研究資料使用SPSS for Windows 10.0版進行統計分析。依研究目的，除了做描述性統計之外，並依調查樣本背景之不同，進行t考驗及單因子變異數分析(one-way ANOVA)，考驗不同背景變項之差異情形，並以Scheffé進行事後比較；另以典型相關(canonical correlation)、皮爾遜積差相關(Pearson product-moment correlation)及逐步多元回歸分析(stepwise multiple regression analysis)等統計方法，瞭解校長領導風格、學校知識管理與教師專業成長各層面間的相關及預測情形。綜合文獻分析、問卷調查之統計考驗分析，本研究獲得以下結論： 一、目前臺北縣市公立國民中學知識管理，較為注重「文化」及「隱性知識」層面；校長領導風格中，轉型領導最常使用「智能激發」，互易領導最常使用「介入管理」；教師專業成長則關注於「專門知能」及「專業知能」層面。 二、臺北縣市公立國民中學知識管理、校長領導風格及教師專業成長的知覺平均數，部分層面隨背景因素不同而有顯著差異。 三、臺北縣市公立國民中學校長領導風格與學校知識管理有顯著相關。 四、臺北縣市公立國民中學「校長領導風格」與「學校知識管理」各層面與「教師專業成長」有高度相關。 五、「學校知識管理」各層面變項，對「教師專業成長」的解釋變異量約為82.6％，以「知識中心」最具有預測力。 六、「校長領導風格」各層面變項，對「教師專業成長」的解釋變異量約為80.9%，以「介入管理」最具有預測力。 依據研究所得結論，本研究最後並分別對教育行政機關、國中校長、學校及後續研究提出建議，提供校長領導風格、學校知識管理與提昇教師專業成長之參考。 關鍵字：校長領導風格、知識管理、教師專業成長 / The study of teachers' professional growth，knowledge management and leadership styles of junior high school principals Abstract This study aimed to the correlations among three factors，i.e. teachers' professional growth，knowledge management and leadership styles of junior high school principals in Taipei city and county.In order to achieve the objective of this study，the methods of literature review about the correlated themes were first adopted，and then this study proceeded to make the questionnarie survey. Afterward，all the schools were divided into large，middle，and small classes to do the cluster sampling.The survey subjects included teachers from junior high school in Taipei city and county，namely 626 teachers were sampled in a random way.The rate of the retrieval was 83.23% and the valid samples were 440 copies，exclusive of the ineffective samples.The research data acquired was anaiyzed by SPSS for Windows 10.0 version based on the research purpose.The statistic procedures included the means，standard deviation and one-way ANOVA，examining variances in different variables.Scheffé method was used for post-comparison to examine the interrelations among the subject groups.Besides，canonical correlation，Pearson product-moment correlation & stepwise multiple regression analysis were applied in the research to comprehend interrelations as well as predictions among the three aspects of leadership styles of principals，knowledge management in schooling and teachers' professional growth.According to the integrated analysis，which was from the adoption of research methodologies of literature review .And the conclusions were as follows： 1.The factor of “culture”and“tacit knowledge” were considered in the issue of knowledge management of junior high school in Taipei city and county；and for the topic of“transformational leadership of principals of junior high schools”，the factor of “inspired intelligence”was commonly employed；for the topic of“transactional leadership of principals junior high schools”，the “management by exception ”was generally used；With regard to the teachers' professional growth，the “professional knowledge”and“export knowledge” were paid much close attention to. 2.The consciousness of the survey subjects differed greatly in some part of backgrounds from one another. 3.There were remarkable interrelations between “leadership styles of principals”and “knowledge management in schooling”. 4.The strong interrelation among the ”knowledge management in schooling”，“leadership styles of principals”and“teachers' professional growth”occurred obviously. 5.The cumulative variance of knowledge management to “teachers' professional growth”was about 82.6%，and the “ knowledge center“held strongest predictable effects. 6.The cumulative variance of leadership styles of principals to “teachers' professional growth”was about 80.9%，and the “management by exception “held strongest predictable effects. According to the conclusions of this study，the further suggestions were provided to the department of educational administration，principals of junior high school and schools for reference and different views about the ”knowledge management”，“leadership styles of principals”and“teachers' professional growth” . keywords：knowledge management，leadership styles of junior high school principals，and teachers' professional growth

本研究旨在探討桃園縣國民中學教師所期望的校長教學領導行為和所知覺到的校長教學領導實際行為，藉由文獻分析、問卷調查、半結構式訪談等方法，探討教師背景變項、學校背景變項的教師對校長教學領導行為之知覺差異情形。 調查對象以桃園縣公立之國民中學教師為母群體，抽取723位教師（包括教師兼之主任與組長）做樣本，以自編『國民中學校長教學領導行為調查問卷』進行問卷調查，有效問卷隨即進行編碼、記分，然後輸入電腦建立資料檔，再以SPSS 10.0 for Windows 套裝軟体進行各項統計考驗。為彌補問卷調查之不足，抽取桃園縣具代表性的六位校長以自編『國民中學校長教學領導行為訪談題目』進行訪談，經錄音、編碼、整理後進行分析。 本研究所獲得之主要結論如下： 壹、桃園縣國中教師所知覺到校長教學領導行為的理想面與實踐面有明顯差 異，理想面明顯大於實踐面 貳、桃園縣國民中學教師對於校長教學領導在理想面的知覺度很高，其中以營造支持環境向度居七個層面之首，而以確保課程品質為最低 參、桃園縣國民中學教師對於校長教學領導在實踐程度方面的知覺度屬中上程度，以營造支持環境層面居七個層面之首，而以激勵教師合作與互動最低 肆、桃園縣國民中學教師在校長教學七個層面上的知覺，不管是理想面或實踐面，皆以營造支持環境為最高，且在校長訪談中亦以營造支持環境最為校長重視，此結果充分顯示校長與教師對校長教學領導的看法相當一致 伍、桃園縣國中教師對校長教學領導的理想面，在男女性別教師變項、年資變項、擔任職務變項、學校所在地變項、設校時間變項並無差異。桃園縣國中教師對校長教學領導的實踐面，在年資變項、學校所在地變項、設校時間變項皆無明顯差異 陸、桃園縣國中教師對校長教學領導在實踐面的性別變項上的知覺顯示有差異，男性教師比女性教師認為校長更有從事教學領導行為 柒、桃園縣國民中學一般教師與兼行政教師對校長教學領導在實踐面有明顯差異，兼行政之教師比一般教師認為校長在教學領導的實踐程度上較高 捌、桃園縣國中教師對校長教學領導在學校規模變項，不管理想面或實踐面的知覺度都以24班以下為最高 依據研究結論，本研究提出以下建議： 壹、對教育主管機關之建議 一、加強充實校長教學領導的理念 二、師資與校長培訓中加入教學領導的課程 三、適時縮小學校規模 四、校長評鑑時應重視教學領導項目 貳、對國民中學校長的建議 一、充實教學領導知能，積極扮演教學領導角色 二、建立教學領導團隊，引導教師合作與互動 三、推行教學領時應積極營造良好的學校文化 四、校長應致力於確保課程品 五、加強各領域教學研究會功能 參、對未來研究的建議 未來研究對象可進一步擴大地區範圍，研究變項應該加入教師學歷變項學區家長變項及學校效能，學生學習成就等相關變項，為了更能瞭解校長教學領導行為，未來的研究宜加入實際觀察、個案研究等方式。 / The purpose of this study was surveying the principals’ instructional leadership behaviors expected and perceived by the junior high school teachers in Taoyuan County. The study explored the differences in the sense of the principal’s instructional leadership behaviors perceived by the teachers in teacher background and school background variables. The study took Taoyuan County’s public junior high school teachers as population from which 723 teachers (including teachers as part-time directors and chiefs) were randomly sampled. The effective questionnaires are then encoded, scored and stored, finally analyzed by SPSS 10.0. To supplement the questionnaire survey, the study also conducts in-depth interviews with six principals among all public junior high schools in Taoyuan County with the “the Junior High School Principal’s Instructional Leadership Behaviors” developed by the author. The conclusions and implications of the present study are summarized below: 1. Significant differences are found between what expected and what actually realized in the principal’s instructional leadership behaviors. What expected are higher than what realized. 2. The teachers have a high perception on the expectation of principal’s instructional leadership. Among the seven major aspects of instructional leadership, Supportive Environment Creation ranks as top priority and Course Quality Assurance as the last. 3. The realization aspect of the principal’s instructional leadership behaviors perceived by the teachers was above average. Among the seven major aspects of principals’ instructional leadership, The dimension of supportive environment creation ranked as top priority and the encouraging teachers’ cooperation and interactions as the last. 4. Among the seven instructional leadership aspects of the principal perceived by the teachers, The demension of supportive environment creation ranked as top one both in expectation and realization and this aspect is also most valued by all principals interviewed. This result demonstrates a high consistency between the principals and teachers on the view of the principal’s instructional leadership. 5. The teachers’ perception of expectation to principal’s instructional leadership in variables including teacher’s sex, service term, position, school location, school founding time shows no difference. The degree of realization of the principal’s instructional behaviors perceived by the teachers shows no significant difference in variables including service term, school location and school founding time. 6. The male teachers’ perception of realization of principal’s instructional leadership was significantly higher than female teachers’ in sex variable. 7. The average teachers perceived a high degree of realization in the principal’s instructional leadership behaviors than the teachers as part-time administrators did. 8. The teachers’ perception of both expectation and realization of principal’s instructional leadership in school scale implies that the highest score of both arises in a school consisting of maximum 24 classes. And then there are some suggestions presenting by this study as follow: 1. Suggestions to the education authorities: (1) Promote and reinforce the concept of principal’s instructional leadership. (2) Enrich the teacher and principal training programs with Instructional Leadership Courses. (3) Downsize the school scale in time (4) Value the instructional leadership areas during evaluating principals. 2. Suggestions to junior high school principals: (1) Advance in instructional leadership knowledge and actively play the role in instructional leadership. (2) Form Instructional Leadership Teams to lead teachers to optimal cooperation and interactions. (3) Shape the school with excellent school culture actively while launching and implementing instructional leadership. (4) Devote to course quality assurance. (5) Enhance the research society’s functions 3. Suggestions to future researches : It is advisable to expand in regional scope in future study and to expand the study variables that include variables such as Teacher’s Diploma, School District & Parents, School Performance, Student’s Academic Achievements, etc.; further, to better understand the principal’s instructional leadership behaviors, it is advisable to use methods such as Actual Observation, Case Study, etc.

校長教學領導行為與九年一貫課程實施之研究 ─以桃園縣國民中學為例─ 摘 要 本研究目的主要在探討校長教學領導行為與九年一貫課程實施相關議題，並調查不同背景變項之教師，對校長教學領導行為與九年一貫課程實施的知覺上有何差異。 調查研究以桃園縣國民中學教師為母群體，抽取768位教師為樣本，以自編之「校長教學領導行為調查問卷」與「九年一貫課程實施調查問卷」進行問卷調查，計回收有效問卷712份。所得資料以SPSS10.0統計軟體進行統計分析，並透過描述統計、t考驗、單因子變異數分析、皮爾遜積差相關、多元逐步迴歸分析等統計方法加以分析與解釋，所獲得的主要結論如下： 一、國民中學校長教學領導行為之現況分析 國中教師在知覺校長教學領導行為程度上，以「增進學生學習氣氛」最高，而最低的為「確保課程教學品質」。 二、不同背景變項(性別、年齡、教育背景、擔任職務、服務年資、學校規模、學校位置)之國中教師在知覺校長教學領導行為上有差異。 三、不同實施狀況學校的國中教師在知覺校長教學領導行為上無差異。 四、國民中學九年一貫課程實施之現況分析 國中教師在知覺九年一貫課程實施上，以「學校本位課程」最高，而最低的為「協同教學」。 五、不同背景變項(性別、年齡、教育背景、擔任職務、服務年資、學校規模、學校位置)之國中教師在知覺九年一貫課程實施上有差異。 六、不同實施狀況學校的國中教師在在知覺九年一貫課程實施上無差異。 七、國民中學校長教學領導行為與九年一貫課程實施上有正相關存在。 另本研究根據結果提出數點建議以供參考。 關鍵詞：校長教學領導行為、九年一貫課程實施 / A Study of Principals’ Instructional Leadership and Nine-Years Integrated Curriculum Implement － A Case Study for Junior High Schools in Taoyuan County Abstract The purpose of this research is to investigate principals’ educational leadership behavior in relation to issues regarding nine-years integrated curriculum practice and also to further investigate the perception differences for teachers with different background variables regarding principals’ educational leadership behavior on nine-years integrated curriculum practice. The investigation took Taoyuan County junior high school teachers as population and selected 768 teachers as samples and through self-made “Principals’ instructional leadership questionnaire” and “Nine-years integrated curriculum practice questionnaire” to do research. 712 valid questionnaires were analyzed and explained via descriptive analyses, T-test, one-way ANOVA, Pearson correlation, and multiple regression statistic methods by conducting SPSS10.0 statistic software. The study results are as follows: 1.Teachers in junior high schools perceived that principals’ educational leadership behavior was best at enhancing a student-learning atmosphere and was worst at ensuring the quality of teaching courses. 2.Based on different teachers’ background variables (gender, age, educational background, appointed position, number of years of service, school scale and school location), there were differences in teachers’ perception to principals’ educational leadership behavior. 3.There was no discrepancy between different practical circumstances to the middle school teachers’ perceptions of principals' instructional leadership. 4.The middle school teachers have high perception of nine-years integrated curriculum practice on “School-based curriculum” and have low perception on “collaborative teaching”. 5.Based on different teachers’ backgrounds (gender, age, educational background, appointed position, number of years of service, school scale and school location), junior high school teachers perceived that there were differences in the nine-year consistent course implementation. 6.There were no differences in junior high school teachers’ perception on nine-years integrated curriculum practice in schools with different implementation conditions. 7.There was a positive correlation between junior high school principals’ educational leadership behavior and nine-years integrated curriculum practice. In addition, this research proposed several recommendations based on our results for reference. Keywords：principals’ educational leadership behavior, nine-years integrated curriculum practice.

本研究旨在探討國民中小學校長工作的壓力與行政決定之關係。探討目前國民中小學校長所承受的工作壓力概況如何？並比較不同背景變項之國民中小學校長，對不同類別的工作壓力是否有顯著的差異，以及分析國民中小學校長面臨工作壓力時，所採用之行政決定的差異為何？ 本研究以九十三學年度台北縣國民中小學校長為研究對象，並以「校長工作壓力量表」及「校長行政決定之調查問卷」為施測工具，進行問卷調查。有效樣本223份。所得資料以次數分配、平均數、t 考驗、單因子變異數分析、皮爾遜積差相關等統計方法加以處理及分析並以薛費法(Scheffé)事後比較。綜合本研究之結果如下： 壹、國民中小學校長的工作壓力現況，整體及各向度均呈中等程度。 貳、不同教育背景之國民中小學校長的整體工作壓力，沒有差異存在。 參、不同教育背景之國民中小學校長的各壓力向度，確有差異存在。 肆、不同教育背景之國民中小學校長在各壓力向度的題項中，確有差異存在。 伍、國民中小學校長的行政決定模式，呈偏民主方式。 陸、不同教育背景之國民中小學校長的整體行政決定模式，確有差異存在。 柒、不同教育背景之國民中小學校長的各壓力向度，確有差異存在。 捌、不同教育背景之國民中小學校長的各行政決定模式，確有差異存在。 玖、所有壓力向度及行政決定模式中，達.05顯著相關者有三，即地方壓力與教務行政，部屬壓力與教務行政，行政負擔壓力與教務行政。

本研究旨在瞭解與分析學校組織變革、校長領導風格與教師抗拒變革變項間之實際關係，採用問卷調查方式對學校組織變革、校長領導風格與教師抗拒變革進行瞭解。據此，本研究之研究目的有以下： 一、瞭解國民中小學校長領導風格的現況。 二、瞭解國民中小學教師抗拒變革程度的現況。 三、探討國民中小學校長領導風格與教師抗拒變革間的關係。 四、探討國民中小學校長領導風格對教師抗拒變革的預測關係。 五、根據研究發現與結果，提出建議供相關機構與成員參考。 本研究以自編之「校長領導風格與教師變革認知概念轉化問卷」作為資料蒐集之主要工具，並以台北縣市與基隆市公立國民中學與公立國民小學760為教師為研究樣本，有效回收問卷共計541份。經t考驗、變異數分析、Pearson積差相關及逐步迴歸分析等統計方法進行資料處理後獲致以下研究結論： 一、教師背景變項與教師知覺校長轉型領導風格方面：（一）不同性別、在校職務、學校類別與組織變革關注焦點之教師，知覺整體校長轉型領導風格具有顯著差異；（二）不同年齡、最高學歷、服務年資與學校規模之教師，知覺整體校長轉型領導風格及各層面上無顯著差異。 二、教師背景變項與教師知覺校長互易領導風格方面：（一）不同性別、在校職務、學校類別與組織變革關注焦點之教師，知覺整體校長互易領導風格及各個層面上具有顯著差異；（二）不同年齡、最高學歷、服務年資與學校規模之教師，知覺整體校長互易領導風格無顯著差異。 三、教師背景變項與教師知覺變革認知概念轉化方面：（一）不同在校職務、學校類別與組織變革關注焦點之教師，知覺整體變革認知概念轉化具有顯著差異；（二）不同性別、年齡、最高學歷、服務年資、學校規模之教師，知覺整體變革認知概念轉化無顯著差異。 四、教師知覺校長領導風格、教師組織變革關注焦點與教師知覺變革認知概念轉化的關係方面：（一）教師知覺整體校長轉型領導風格及各層面與整體變革認知概念轉化及各層面間具有顯著正相關；（二）教師知覺整體校長互易領導風格及各層面與整體變革認知概念轉化及各層面間具有顯著正相關；（三）教師整體組織變革關注焦點及各層面與整體變革認知概念轉化及各層面間具有顯著正相關。 五、教師知覺校長領導風格預測教師知覺變革認知概念轉化的關係方面：整體校長轉型領導風格、整體校長互易領導風格與整體教師組織變革關注焦點對教師整體變革認知概念轉化具有顯著預測力。 根據以上研究結論，提出以下研究建議： 一、對教育行政主管機關的建議：（一）應適度擴充師資培育制度中學校行政相關課程之內涵，以增進初任教師對於學校組織運作之瞭解；（二）校長的領導風格並非絕對，應給予校長在工作上更多的尊重與協助；（三）應給予教師在學校組織變革計畫與執行上更多參與的機會；（四）應給予國民中學與教師在學校組織變革的過程中更多的協助。 二、對國民中小學校長的建議：（一）在推動學校組織變革時應增加與教師溝通互動的機會；（二）應妥善運用領導技巧來推動學校組織變革；（三）應重視學校組織運作在各層面上的公平性。 三、對國民中小學教師的建議：（一）應主動參與相關變革計畫的擬定與執行；（二）應利用機會發表自己對於學校組織變革的意見，多與校長接觸並藉此擴大對學校組織變革的認知能力；（三）教師應給予學校行政單位更多的支持與鼓勵。 四、對後續研究的建議：（一）研究對象上，後續研究或可從擴大抽樣範圍著手，以提高研究結果的適用性；（二）研究方法上，後續研究亦可從質化研究的領域著手，對學校組織變革進行實際觀察與瞭解，以歸結教師抗拒變革的成因與內涵，並謀求化解之道。 / The study focuses on the relation among school organizational change, principal's leadership style and teacher's resistance to change. Purposes of this research are as follow: I. To realize principals' leadership styles in elementary and junior high schools. II. To realize how teachers resist change in elementary and junior high schools. III. To study the relation between principal's leadership style and teacher's resistance to change in elementary and junior high schools. IV. To study how principal leadership styles relate to teacher's resistance to change. The inventory of "Questionnaire of the Relation between Principal's Leadership Style and Teacher's Resistance to Change" was sent to 760 teachers in elementary and junior high schools in Taipei County, Taipei City and Keelung City and 541 valid questionnaires were returned. Statistical methods such as t-test, one-way ANOVA, product-moment correlation and stepwise regression with forward selection were adapted to data analysis. Major findings include the following: I. The relation between teacher's background and one's sense of principal transformational leadership are as follow. A. There is difference for teachers to sense principal's transformational leadership style in terms of sex, school position, elementary and junior high schools and their sense to organizational change. B. There is no difference among teachers in terms of age, academic background, work experience and school scale. II. The relation between teacher's background and one's sense of principal transactional leadership include the following. A. There is difference for teachers to sense principal's transactional leadership style in terms of sex, school position, elementary and junior high schools, and their sense to organizational change. B. There is no difference among teachers in terms of age, academic background, work experience and school scale. III. The relation between teacher's background and one's acceptance of change are below. A. There is difference in terms of school position, elementary and junior high schools and one's sense of organizational change. B. There is no difference in terms of sex, age, academic background, work experience and school scale. IV. The relation among teacher's sense of principal's leadership style, teacher's sense of organizational change and one's acceptance of organizational change are the following. A. There is difference between teacher's sense and acceptance of principal's transformational leadership style. B. There is difference between teacher's sense and acceptance of principal's transactional leadership style. C. There is difference between teacher's sense and acceptance of organizational change. V. There is difference among teacher's acceptance of principal's transformational leadership style, principal's transactional leadership style and one's sense of organizational change.

本研究旨在探討桃園縣國中校長家長式領導與教師組織忠誠之關聯。主要研究目的如下： 一、 瞭解桃園縣國中校長家長式領導與教師組織忠誠之現況。 二、 瞭解桃園縣國中校長家長式領導與教師組織忠誠之相關情形。 三、 綜合研究結果，據以提出建議，以供學校校長、學校教師及相關研究之參考。 為達成上述目的，本研究採用「調查研究法」來進行研究，以桃園縣公立國中教師為研究母群，共抽取600位教師為樣本，有效樣本446位，有效回收率74.33％。本研究使用工具除了受試者基本資料外，包含兩份量表，分別是「國中校長家長式領導量表」與「國中教師組織忠誠量表」。在資料統計分析方面，採用描述性統計、t考驗、變異數分析、積差相關等方法。根據研究發現，歸納本研究結論如下： 一、桃園縣國中校長展現中低度家長式領導行為，以「威權領導」表現最明顯。 二、桃園縣國中教師展現低度組織忠誠行為，以「積極進取」之得分較低。 三、桃園縣國中規模「37-72班」、歷史「10年以下」學校之校長展現較高家長 式領導行為。 四、桃園縣國中「51歲以上」、「一般大學畢業」、「兼任導師」之教師 知覺校長展現較高家長式領導行為。 五、桃園縣國中規模「12班以下」、歷史「10年以下」學校之教師知覺較高組 織忠誠行為。 六、桃園縣國中「30歲以下」、「師大師院畢業」、「兼任導師」、「服務6-15年」 之教師知覺較高組織忠誠行為。 七、桃園縣國中校長展現「德行領導」、「仁慈領導」時，教師組織忠誠行為隨 之提升；展現「威權領導」時，教師組織忠誠行為隨之降低。 八、桃園縣國中校長展現「德行領導」行為時，最讓教師認同，而教師組織忠 誠行為隨之提升，效果最佳。 基於本研究的目的、文獻探討以及資料分析的結果，提出相關建議供國中校長、國中教師及進一步研究之參考。 關鍵字：校長家長式領導、教師組織忠誠 / A Study on the Connection Between Principal's Paternalistic Leadership and Teachers' Organizational Loyalty in Taoyuan County Junior High School Abstract The purpose of this research is to investigate the relationship between principals' paternalistic leadership and teachers' organizational loyalty in Taoyuan County junior high schools.The main purposes are as the following: 1. To investigate the present situation of principals' paternalistic leadership and teachers' organizational loyalty in Taoyuan County junior high schools. 2. To explore the relations on principals' paternalistic leadership and teachers' organizational loyalty in Taoyuan County junior high schools. 3. According to the results, suggestions are provided for principals, teachers in junior high schools, and researchers in the future. To attain the goals above, questionary survey method is adapted. The researcher takes the teachers in Taoyuan County junior high schools as the population. 446 samples are effective among 600 teachers and the rate of retrieve is 74.33％. In addition to some personal basic information, two scales are used in the study as well, including principals' paternalistic leadership scale and teachers' organizational loyalty scale. Analytic data are rendered in some ways, including descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation. The results are summarized as follows: 1. The principals in Taoyuan County junior high schools perform low-level behaviors of paternalistic leadership especially “authoritarianism leadership” unroll emphatically. 2. The teachers in Taoyuan County junior high schools perform low-level behaviors of organizational loyalty especially “affirmative obligation” scored the low marks. 3. The Taoyuan County junior high schools' principals who are in middle-size school “37-72 classes”, or schools' history is “below 10 years” perform higher behaviors of principals' paternalistic leadership. 4. The Taoyuan County junior high schools' teachers who are “51 years old and upward”, “to graduated from generally university”, “part-time homeroom teacher” perform higher behaviors of principals' paternalistic leadership. 5. The Taoyuan County junior high schools' teachers who are in small-scale school “below 12 classes”, or schools' history is “below 10 years” perform higher behaviors of teachers' organizational loyalty. 6. The Taoyuan County junior high schools' teachers who are “female”, “below 30 years old”, “to graduated from teachers' university”, “part-time homeroom teacher”, “6-15 years teach seniority” perform higher behaviors of principals' paternalistic leadership. 7. The principals in Taoyuan County junior high schools' principals perform “moral leadership”, “benevolence leadership”, whereupon to raise teachers' organizational loyalty; perform “authoritarianism leadership”, whereupon to decrease teachers' organizational loyalty. 8. The principals in Taoyuan County junior high schools perform “moral leadership”,get the teachers' most self-identity, whereupon to raise teachers' organizational loyalty, and effect emphatically. Based on the purposes of the researcher, literature review, and data analysis results, some suggestions are offered for principles, teachers in elementary schools, and future research papers. Key words: Principals' Paternalistic Leadership、Teachers' Organizational Loyalty

本研究旨在探討桃園縣國民中學校長之情緒管理與學校效能現況及二者之間的關係，主要採用問卷調查法並以分層比例叢集取樣方式，抽取全縣55個國中之教師585人為樣本對所屬學校校長之情緒管理與學校效能進行調查研究。計回收問卷543份，有效問卷521份。 在研究工具方面，包括「基本資料」、「國民中學校長情緒管理調查問卷」、「國民中學學校效能調查問卷」等三部份。研究資料採用t考驗（t test）、單音子變異數分析（one-way ANOVA）、皮爾遜（Pearson）積差相關、多元逐步回歸分析（multiple stepwise regression analysis）等統計方法，並獲致以下結論： ㄧ、國民中學教師認知所屬學校校長情緒管理能力達中上水準。 二、國民中壆教師認知所屬學校之學校效能尚稱良好。 三、不同性別、年齡、教學年資之教師對校長情緒管理的認知沒有顯著差異。 四、不同教育程度、擔任不同職務之教師對校長情緒管理的認知有顯著差異。 五、不同性別、年齡、學校規模、學校所在地區的校長其情緒管理沒有顯著差異。 六、不同校長年資、教育程度的校長其情緒管理有顯著差異。 七、校長的情緒管理與學校效能表現呈現正向相關。 八、校長「情緒的調適」能力最能預測其學校效能表現。 針對以上研究結果，提供國中校長、教育主管機關、未來研究學者幾點建議作為參考。 關鍵字：國民中學校長 情緒管理 學校效能 / The research is conducted with a view to taking a close look at the contemporary situation between principals’ emotional management and school effectiveness and, furthermore, to exploring the relationship between the two factors. The research methods are based on the questionnaire survey via stratified sampling and cluster sampling. 585 copies of the research questionnaire are distributed to the selected teachers in all the 55 schools in Taoyuan County. Out of the 585 research questionnaires, 543 copies are retrieved and 521 copies are valid. In terms of research tools, the questionnaire designed includes the following three parts: Personal data, Questionnaire on Principals’ Emotional Management in Junior High School and Questionnaire on School Effectiveness of Junior High School. T-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple stepwise regression analysis are main statistical approaches. The following 8 conclusions have been obtained: 1. The perception of junior high school teachers in principals’ abilities of emotional management is intermediate-level. 2. The perception of junior high school teachers in school effectiveness is fair. 3. There is no noticeable difference for the perception of junior high school teachers in principals’ abilities of emotional management when variations are addressed to “gender, age, and the number of years teaching.” 4. There is a significant difference for the perceptions of junior high school teachers in principals’ abilities of emotional management due to different “educational background and positions.” 5. There is no obvious difference for principals’ emotional management when variations are addressed to “gender, age, school size, and school location.” 6. There is an obviously diversity for principals’ emotional management due to principals’ different “educational background and working years” 7. A positive correlation between principals’ emotional management and school efficiency is found in Tao-Yuan Junior High Schools. 8. School effectiveness can be best predicted by the principal’s ability of “emotions adjustment.” According to the results of the study, some suggestions are offered to junior high school principals, educational authorities, and future researchers. Key Terms: Junior high school principals , Emotional management, School effectiveness

本研究旨在瞭解桃園縣公立國民中學校長科技領導與學校效能的現況，並分別針對不同教師個人背景變項和學校環境變項在校長科技領導與學校效能上差異情形加以探討；其次分析兩者之間相關情形；最後則針對其預測力進行分析。本研究採問卷調查法，以桃園縣公立國民中學教師為調查和分析的對象，編製「國民中學校長科技領導與學校效能相關之研究調查問卷」進行調查，抽取桃園縣59所公立國民中學之567位國中教師為樣本，蒐集的資料以t考驗、單因子變異數分析、Scheffé事後考驗法、皮爾遜積差相關、多元逐步迴歸分析等統計方法進行分析。研究結果如下： 一、桃園縣公立國民中學校長科技領導與學校效能之現況均屬中上良好程度。 二、桃園縣公立國民中學校長科技領導會因教師性別、年齡、年資、職務、學 校規模變項之不同，而有顯著差異情形；至於學歷、學校歷史變項，則無 差異。 三、桃園縣公立國民中學學校效能會因教師性別、年齡、年資、學歷、職務、 學校規模變項之不同，而有顯著差異情形；至於學校歷史變項，則無差 異。 四、桃園縣公立國民中學校長科技領導與整體學校效能具有顯著相關。 五、桃園縣公立國民中學校長科技領導對學校效能各層面具有高度預測力。 最後依據文獻探討，及上述之研究結論，提出以下建議，做為教育行政機關，國民中學校長，以及後續研究之參考。 壹、對教育行政單位的建議 一、提供國中校長科技領導之專業訓練，加強其科技領導能力，列為校長 職前與在職培訓課程。 二、將校長科技領導與學校效能納入學校校務評鑑。 三、提供學校必要的科技化教學設施與經費。 貳、對國民中學校長的建議 一、強化科技願景，妥善規劃資訊設施，加強溝通協調，提昇科技領導滿 意度。 二、整合不同意見，轉化教師心智模式，組成同儕成長團隊。 三、設置「知識管理團隊」及「知識教育平台」，進行專業分享與成長。 叁、對未來後續研究之建議 一、研究的地區可擴大到其他地區或學校層級，做跨縣市或跨學校層級之 比較。 二、研究的對象可增加教育局長，教育行政人員，做不同研究對象之比較。 三、研究的工具可增加「國民中學校長科技領導與學校效能關係半結構式 訪談問題」，以補本研究工具之不足。 關鍵詞：科技領導、校長科技領導、學校效能 / This research is to comprehend the current status of technology leadership and school effectiveness of public junior high school principals in Taoyuan County, in addition, to discuss the diverseness of technology leadership and school effectiveness of school principals to be aimed at background variables of individual teachers and school environment variables; moreover, to analyze the relationship between both factors; finally, to analyze the forecast ability of both factors. This research investigated and analyzed public junior high school teachers in Taoyuan County by questionnaires of [Related research questionnaire of the relationship between technology leadership and school effectiveness of junior high school principals], randomly selected 567 teachers form 59 public junior high schools in Taoyuan County as samples, collected data were analyzed by using statistics methods such as t-test, one-way Analysis of Variance (ANOVA), Scheffé Post Hoc, Pearson product-moment correlation, multiple-regression -analysis etc., and gained following results: 一、Current status of the technology leadership and school effectiveness of public junior high school principals in Taoyuan County are in fairly good level. 二、The technology leadership and school effectiveness of public junior high school principals in Taoyuan County show significant diversities according to variables such as teacher’s age, seniority, post, scale of school etc.; other variables such as sex, academic background, school history etc. did not show diversities. 三、The school effectiveness of public junior high schools in Taoyuan County show significant diversities according to variables such as teacher’s age, seniority, post, scale of school etc.; other variables such as sex, academic background, school history etc. did not show diversities. 四、The technology leadership and the whole school effectiveness of public junior high school principals in Taoyan County are significantly related. 五、The technology leadership of public junior high school principals in Taoyuan County have high forecast abilities toward school effectiveness in every level. Finally, by literatures discussions and the conclusion of above research to make following suggestions, as references for educational administrative administrations, junior high school principals and follow-up researches. 一、Suggestions to educational administrative administrations: 1.To provide professional trainings of technology leadership for junior high school principals, to increase the technology leadership ability and make it as pre-post and on-the-job principals training programs. 2.To add technology leadership and school effectiveness into school administration evaluation. 3.To provide efficient facilities and budgets for scientific teaching for schools. 二、Suggestions to junior high school principals: 1.To strengthen technology prospects, well planning information facilities, improving communications and co- ordination, increase technology leadership satisfaction. 2.To integrate different opinions, converting teacher’s mental models, forming a same generation growing team. 3.To allocate [knowledge management team] and [knowledge education platform], proceeding professional sharing and growth. 三、Suggestions to follow-up researches: 1.The research area can be expended to other areas or different levels of schools, in order to make comparisons between counties, cities or school levels. 2.The research target can include the Minister of Education, educational administrative staffs, in order to make comparisons between different research targets. 3.The researching tools can add [The relationship between technology leadership of junior high school principals and school effectiveness semi-structural interview questions], in order to complement the researching tools of this research. Keywords: technology leadership, principals technology leadership , school effectiveness