本研究主要目的為：一、了解學校本位決策的意義、目的、特色、原則與倡導理由，以及哲學、社會學與心裡學理論基礎。二、探索學校本位決策的歷史沿革與典範轉移。三、分析國內外學校本位決策的實施概況與困境，並探索推動學校本位決策的可行策略。四、找出可供檢視學校本位決策符合程度的因素，並探討此因素與校長領導方式、教師工作滿意度的關係。五、根據學校本位決策的相關文獻與國內學校本位決策情形的實證研究，提出可供參考的建議。 本研究以自編「學校本位決策工作環境知覺問卷」為工具，抽取臺灣地區160所公、私立國民小學973位教師為對象，調查其所任教學校符合學校本位決策的現況，以及校長領導方式、教師工滿意度的情形，並探究三者間的關係。本研究將學校本位決策分為「決策參與」、「決策自主」、「決策尊重」、「團體決策」與「家長參與」等五個向度，將校長領導方式分為「民主」與「威權」兩個向度，而將教師工作滿意度區分為「行政管理」、「工作本身」、「校長領導」與「同僚關係」等四個向度。 本研究主要研究發現如下： 一、國小校務決策方式符合學校本位決策的程度 1.學校本位決策情形大致符合。 2.決策自主程度最高，決策尊重程度最低。 3.參與班級事務的決策較多，參與學校事務的決策較少。 4.小型學校的學校本位決策程度高於中、大型學校。 5.女校長領導的學校，其學校本位決策程度高於男校長領導的學校。 6.院轄市的學校，其學校本位決策情形高於省縣轄市與鄉鎮離島的學校。 二、校長領導方式與學校本位決策的關係 1.校長領導方式愈民主，則學校本位決策愈易塑造。 2.校長領導方式愈威權，則學校本位決策愈難塑造。 三、學校本位決策與教師工作滿意度的關係 1.學校本位決策程度愈高，則教師的工作滿意度也愈高。 2.學校決策參與的程度愈高，則教師對行政管理與校長領導的滿意度也愈高。 3.學校決策自主的程度愈高，則教師對行政管理、工作本身、校長領導與同僚關係的滿意度也愈高。 4.學校愈尊重教師的決策，則教師對行政管理與校長領導的滿意度也愈高。 5.學校採用團體決策的程度愈高，則教師對行政管理、工作本身與同僚關係的滿意度也愈高。 6.家長參與學校決策的程度愈高，則教師對校長領導的滿意度也就愈低。 四、校長領導方式、學校本位決策與教師工作滿意度的整體關係 1.校長的民主領導取向會影響學校本位決策情形，而學校本位決策情形也會影響教師的工作滿意度。 2.民主領導較會影響決策參與、自主、尊重、團體決策與家長參與，而威權領導僅會影響決策參與和尊重。 3.決策自主較會影響教師對行政管理、工作本身、校長領導與同僚關係的滿意度，而團體決策影響教師對同僚關係的滿意度，家長參與會影響教師對校長領導的滿意度。 本研究並對學校、教育行政單位與未來研究方向提供以下幾點建議： 一、對學校的建議： 1.領導者應加強民主領導能力的培養，避免採用威權的領導方式；2.給予教師更多自主決策的空間，以提升教師的工作滿意度；3.加強團隊合作，以提高教師的工作滿意度；4.鼓勵家長適度參與，建立親師合作的伙伴關係；5.調整校長的角色扮演，以利學校本位決策的實施；6.授權教師或學生參與決策，減少行政管理上的衝突。 二、對教育行政單位的建議： 1.實施學校本位決策，以提升教師工作滿意度；2.發展小型學校，以利學校本位決策的推行；3.提高非都市地區的決策自主與家長參與，以均衡城鄉決策品質的差異；4.實施學校本位決策時，應以學生學習效果的提高為目標，而非爭奪權力；5.確立中央、地方與學校的權限與責任劃分；6.在開放參與的同時，應強化配套措施的設計。 三、對未來研究的建議： 1.在研究對象方面--擴大研究的群體；2.在研究方法方面--深化研究的脈絡；3.在研究工具方面--增加決策的向度；4.在研究變項方面--探討其他變項的關連。 / The purposes of the study were (1) to understand meanings, objectives, characteristics, principles, reasons of advocacy and theoretical perspectives of school-based decision making（SBDM）； (2) to inquiry into the historical development of SBDM；(3) to analyze its difficulties and strategies when implementing SBDM； (4) to address the relationships among SBDM, the principal's leadership, and teachers' job satisfaction; (5) to propose suggestions based on results. A questionnaire developed in the study was mailed to a total sample of 973 respondents in 160 elementary schools. The relationships among SBDM, principal's leadership style, and teachers' job satisfaction were inquired. From the statistical analysis of the results, the main findings of this study were drawn: 1.It accords with SBDM above average level in the elementary school. Teachers get the most autonomy and the least respect in the process of participation in school decision making. Teachers participate in work-level decisions more than organizational-level decisions. Small schools are more accordant with SBDM than middle schools and large schools. A schools led by a female principal is more accordant with SBDM than a school led by a male principal. Schools in metropolitans are more accordant with SBDM than schools in prefectures, cities, towns, and islands. 2.A principal is more democratic, the school led by him is more accordant with SBDM. Adversely, a principal is more authoritative, the school led by him is less accordant with SBDM. 3.It is more accordant with SBDM in the elementary school, teachers' job satisfaction is greater. Teachers participate in decision making more often, and they feel more satisfactory about school administrative management and principal's leadership. Teachers participate in decision making more autonomous, and they feel more satisfactory about school administrative management, work, principal's leadership, and colleague relationships. Teachers have the respect of the school to participate in decision making more often, and teachers feel more satisfactory about school administrative management and principal's leadership. Teachers make decision through teamwork more often, and they feel more satisfactory about school administrative management, work, and colleague relationships. Parents participate in decision making more often, but teachers feel less satisfactory about school administrative management, work, and colleague relationships. 4.Democratic leadership influences the success of SBDM, and the implementation of SBDM influences teachers' job satisfaction. Democratic leadership increases participative decision making, autonomous decision making, respectful decision making, group decision making, and parents participation. Authoritative leadership decreases participative decision making and respectful decision making. Autonomous decision making influences teachers' job satisfaction about school administrative management, work, principal leadership, and colleague relationship. Group decision making influences teachers' job satisfaction about colleague relationships. Parents participation influences teachers' job satisfaction about principal's leadership. Suggestions for the elementary schools, educational administrative institutions, and future study are provided. Firstly, six suggestions for the elementary schools are as follow： 1.Cultivate democratic leadership；2.Make teachers participate in decision making more autonomous；3.Encourage teamwork；4.Let parents participate in decision making moderately, so build parents-teacher partnership；5.Adjust the principal leadership to feminine leadership style. 6. Include teachers and students in the decision making processes of schooling. Secondly, six suggestions for educational administrative institutions are as follow: 1.Implement SBDM to increase teachers' job satisfaction；2.Diminish scale of a school to make SBDM succeed more easily；3.Let decision making more autonomous and parents participation more often in non-metropolitans；4.Focus the main goal of SBDM on increasing student learning；5.Identify authority and power of the central office, local areas, and schools；6.Implement SBDM along with other relative policies. Finally, four suggestions for future study are as follow: 1.Enlarge scopes of population；2.Adopt much more 0research methods；3.Increase dimensions of participation；4.Study more relative variables with SBDM.