本研究旨在探討宜蘭縣國民小學教師知覺校長服務領導、學校內部行銷與學校創新經營之現況，比較不同背景變項之國小教師在三個變項間之差異情形，並探討國小教師在知覺三個變項間的關係，並進而分析國小教師知覺校長服務領導、學校內部行銷對學校創新經營之預測力。 本研究採用問卷調查法進行研究，以宜蘭縣國小教師為對象，共發出411份問卷，回收332份問卷，有效問卷為311份，回收後之問卷可用率為75.67%。調查所得資料以 SPSS 統計套裝軟體，進行相關統計方法處理分析。本研究獲致以下結果： 一、宜蘭縣國小教師知覺校長服務領導屬於中上程度，在「校長服務領導」八個層面，以「服侍」層面為最高；在知覺學校內部行銷屬於良好程度，在「學校內部行銷」五個層面中，以「參與賦權」層面最高；在知覺學校創新經營屬中上程度，在「學校創新經營」五個層面中，以「學生活動創新」層面最高。 二、不同年齡及不同學校地區之教師在知覺「校長服務領導」的程度上有顯著差異。 三、不同性別、年齡、服務年資、教育程度、擔任職務、學校規模及學校地區之國小教師在學校內部行銷上無顯著差異。 四、不同年齡之國小教師，在學校創新經營分層面「行政管理創新」及 「校園環境創新」有顯著差異；不同服務年資之國小教師，在學校創新經營分層面「行政管理創新」及「校園環境創新」有顯著差異，而在學校創新經營整體也呈現顯著差異；不同學歷之國小教師在學校創新經營分層面「資源運用創新」有顯著差異。 五、不同學校規模之國小教師，在「課程教學創新」層面、「學生活動創新」層面、「資源運用創新」層面及「校園環境創新」層面，均有顯著差異。 六、宜蘭縣國小教師知覺校長服務領導、教師學校內部行銷、學校創新經營整體及各層面，兩兩之間均有顯著相關。 七、宜蘭縣國小校長服務領導對學校創新經營有預測力；宜蘭縣國小學校內部行銷對學校創新經營有預測力；宜蘭縣國小校長服務領導與學校內部行銷對學校創新經營有預測力。 最後，根據研究結果提出建議，供國小校長、國小教師、教育行政機關及未來研究之參考。 關鍵字：校長服務領導、學校內部行銷、學校創新經營 / The purpose of this study is to explore how elementary school teachers in the Yilan district perceive principals’ servant leadership, school internal marketing and school’s innovation management. The thesis not only looks into whether and how teachers’ background matters, but also analyzes how they predict the three variables in question. This study conducted a survey-questionnaire by targeting on elementary school teachers in the Yilan district. A total of 411 questionnaires were distributed and 332 questionnaires were received. Among them, 311 were valid (75.67%). The data was analyzed through SPSS statistics, descriptive statistics, t-test, single factor analysis of variance, Pearson correlation coefficient and multiple stepwise regressions. The findings of the study included: 1.Perceptions of principals’ servant leadership, school internal marketing, and school’s innovation management were respectively “above average”, “average” and “above average” in all aspects. The top priority each was “service”, “participation and empowerment”, and “student activity innovation” in the order. 2.Perception of principals’ servant leadership was found significantly different for teachers with different ages and from different school districts. 3.Perception of school internal marketing was found not significantly different for teachers with different genders, ages, service years, education levels, posts, and from schools with different sizes and districts. 4.Teachers with different service years perceived school’s innovation management significantly differently. More precisely, service year and age both made a significant effect on the perception of administration management innovation and campus environment innovation. Teachers with different education levels perceived resource use innovation significantly differently. 5.School size made a significant effect on the perception of curriculum and teaching innovation, student activity innovation, resource use innovation, and campus environment innovation. 6.Pairwise comparisons among principals’ servant leadership, school internal marketing and school’s innovation management were all significant. 7.Principals’ servant leadership was predictive of school’s innovation management, so was school internal marketing. Principals’ servant leadership plus with school internal marketing also predicted school’s innovation management. The results of this study provide an empirical basis for school principals, teachers and education administrators to make future investigations. Key words: principals’ servant leadership, school internal marketing, School’s innovation management.

本研究旨在瞭解中學校長服務領導與教師專業承諾之內涵與現況，並探討其關係，進而建構及驗證其互動模式，並依研究結果提出建議。 首先，進行初步文獻探討，作為本研究之研究架構的理論基礎；其次，以問卷調查法進行研究調查，問卷調查樣本以台北縣市國民中學及完全中學為教師研究對象，共抽樣645人，問卷回收523份，有效問卷517份，以分析現況及驗證理論；最後，依據研究結果進行討論與結論建議。研究主要發現如下： 一、中學校長服務領導與教師專業承諾內涵與現況 (一)中學校長服務領導包括為人文關懷、願景分享、專業創新、理性說服四個向度，看法得分情形屬於中等程度。以「願景分享」的看法得分最高；而以「專業創新」的看法得分最低。 (二)中學教師專業承諾包括專業認同與投入、專業關係與留職、專業倫理與進修三個向度，看法得分情形屬於高程度。「專業認同與投入」的看法得分最高；而以「專業關係與留職」的看法得分最低。 二、不同背景變項在中學校長服務領導與教師專業承諾之差異情形 (一)不同背景變項在中學校長服務領導得分方面：性別、年齡、服務年資、現任職務、學校規模、學校類型及校長性別有顯著差異。 (二)不同背景變項在中學教師專業承諾得分方面：年齡、學歷、現任職務、學校規模、學校所在地及學校類型有顯著差異。 三、中學校長服務領導與教師專業承諾間存在正向的關係 四、中學校長服務領導對教師專業承諾發展模式適配度良好 前因變項（中學校長服務領導）對後果變項（中學教師專業承諾）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，俾提供教育行政機關、中學校長以及後續研究參考。 / The main purpose of this study is to investigate the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools. This study included literature analysis and questionnaire survey to be the survey methods. The purpose of literature analysis was aimed to explore the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools. Based on arranging related theory, researcher made the questionnaires of this study. The data of this study was analyzed 517 sampling subjects by description statistics, t-test, ANOVA and LISREL model. According to the statistics analysis of the questionnaire, we can get the following results. A. In the aspect of principals’ servant-leadership in secondary schools 1. The principals’ servant-leadership includes four parts, which are (1) humane concern, (2) vision sharing, (3) professional innovation and (4) reasonable persuasion. For all, the best dimension is “vision sharing”. 2. Sexual, age, years of service, incumbent duty, school scale, school type, and principals’ sexual have significant influences on principals’ servant-leadership. B. In the aspect of teachers’ professional commitment 1. The teachers’ professional commitment includes three parts, which are (1) professional identity and job involvement, (2) professional relationship and position-retaining intention, (3) professional ethics and advanced study. For all, the best dimension is “professional identity and job involvement”. 2. Age, highest education, incumbent duty, school scale, school site, and school type have significant influences on teachers’ professional commitment. C. In the aspect of the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools 1. There was positive correlation existed between principals’ servant-leadership and teachers’ professional commitment in secondary schools. 2. Principals’ servant-leadership in secondary schools did promote teachers’ professional commitment. In the last part, according to the findings and results, the researcher proposed some suggestion for the educational officers and the principals of secondary schools, hoping to benefit the improvement and development of education of secondary schools in the future.

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