本研究旨在瞭解臺北市國民中學校長道德領導與品德教育推展策略之現況，並分析教師人口變項、校長人口變項、學校環境變項在校長道德領導以及學校品德教育推展策略的差異情形，最後探討校長道德領導與學校品德教育推展策略之關係。 本研究以問卷調查法為主，半結構訪談為輔。問卷調查法以自編「國民中學校長道德領導與品德教育推展策略調查問卷」（內含基本資料、校長道德領導量表與學校品德教育推展策略量表）為工具，以臺北市之公立國民中學教師為研究對象，分層隨機抽取22所學校，共發出問卷476份，回收444份，有效問卷420份，有效回收率為88.2%。所得資料以描述性統計、ｔ考驗、單因子變異數分析與Scheffé事後比較、Pearson’s積差相關、多元逐步迴歸分析等統計方法進行資料分析。並依正式問卷調查的結果，歸納相關的問題，設計並確定訪談大綱，做為訪談的依據，實地訪談校長、主任、教師各2位，以釐清及延續問卷調查之結果，並藉由整理訪談文字資料、編碼歸類整理，綜合問卷調查與訪談資料，進行研究結果的分析與討論。研究結論如下： 壹、臺北市國民中學校長道德領導與學校品德教育推展策略之現況，均屬良好程度。 貳、在教師人口變項中，不同性別、服務年資、學歷、任教領域對校長在道德領導之感受，並無顯著不同；不同服務年資、學歷、職務在學校品德教育推展策略的感知上，並無顯著不同。 參、在校長人口變項中，校長不同性別在道德領導表現上，並無顯著不同；校長不同學歷在學校品德教育推展策略的表現上，無顯著不同。 肆、在校長人口變項中，校長不同年齡、學歷、擔任校長年資在道德領導表現上，具有顯著差異。其中以校長51～55歲、四十學分班結業、擔任校長年資3～4年者，道德領導表現較好。 伍、在校長人口變項中，校長不同性別、年齡在學校品德教育推展策略的表現上，具有顯著差異。其中以女性校長及51～55歲校長，表現較好。 陸、在學校環境變項中，不同學校規模的教師對校長道德領導及學校品德教育推展策略的感受，均具有顯著差異。其中以學校規模為49班(含)以上教師所知覺的程度較好。 柒、國民中學校長道德領導與學校品德教育推展策略之間，有顯著的正相關。 捌、臺北市國民中學校長道德領導對學校品德教育推展策略具有預測力。 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、國民中學校長、相關教育人員以及未來研究的參考。 / This study aims to investigate the current development of principals’ moral leadership and strategies of character education enforcement in Taipei public junior high schools and to analyze the differences in teachers’ & principals’ personal variables and school environmental variables concerning principals’ moral leadership and strategies of character education enforcement. Finally, it explores the relationship between principals’ moral leadership and strategies of character education enforcement. This study em⥪loys the research method of questionnaire surveys and semi structured interviews. There were two survey tools used in the study, including Principals’ Moral Leadership Questionnaire and Strategies of Character Education Enforcement Questionnaire. Four hundred and seventy-six subjects are randomly selected from twenty-two public junior high schools in Taipei city. A total of 444 questionnaires was returned. Out of those, 88.2% was v⧗lid (420 out of 476). Valid sample data was analyzed and processed using the methods of description statistics, t-test, one-way ANOVA, Scheffé posteriority comparison, Pearson’s product-moment correlation and stepwise multiple regressions. The frame of the interview questions was designed according to the findings from the questionnaire. Two principals, two chairpersons, and two teachers were interviewed to clarify and extend the findings of the survey. Then, the dat⩍ retrieved from questionnaires and interviews were compiled, categorized, synthesized and analyzed. Following is the summary of the study: 1.The current development of principals’ moral leadership and the strategies of character education enforcement in junior high schools are both above the average. 2.There is no significant difference in teachers’ experiences of principals’ moral leadership in terms of gender, seniority, educational background and teaching ⫁ield; and, there is no significant difference in teachers’ recognition about strategies of character education enforcement in t⫡rms of teachers’ seniority, educational background and position. 3.Gender of the principal makes no significant difference in the performance of principals’ moral leadership; also, principals’ educational background makes no significant difference in strategies of character education enforcement. 4.There is significant difference in principals’ moral leadership in terms of principals’ age, educational background, and seniority. Principals get better scores o⭕ principals’ moral leadership are those who are aged between 51 and 55, finish 40-credit Continuing Education Program and have been on the position for 3 to 4 years. 5.There is significant difference in strategies of character education enforcement in terms of principals’ gender and age. Female principals aged between 51 and 55 get better scores. 6.There are significant differences in both principals’ moral leadership and strategies of ch⯄racter education enforcement to teachers from schools of different scales. Teachers serving in schools with and over 49 classes give better recognition to these two issues. 7.It shows significant positive correlation between principals’ moral leadership and strategies of character education enforcement. 8.Principals’ moral leadership demonstrates the predictability of strategies of character education enforcemeⰬt in Taipei junior high schools. This study is finalized at proposing practical suggestions based on the findings and conclusions to educational administration authorities, junior high principals, educators and faculty for further study and reference.