本研究的目的在探討主管人員武斷性格、性別、職級與其領導方式的關係。 本研究之撰寫計分五章。第一章為緒論，旨在闡述研究的動機與目的，並提出問題與假設，作為本研究之基本架構。第二章為文獻探討，乃就武斷性格、性別、職級和領導方式四方面，深入探討其涵義與其相互間的關係，以為本文理論之依據。第三章為研究方法，係將本文之研究設計與實施程序作一詳細說明。第四章為結果與討論，就所得資料之統計結果，加以分析討論。第五章為結論與建議，根據實證發現與理論分析，提出結論與建議，以供日後進一步研究之參考。 玆將本研究之發現與建議扼要敘述如下： 研究結果發現：(1)武斷性格對「重事」領導方式的影響有顯著差異存在，愈武斷者在「重事」層面的分數愈高，即採「重事」的領導方式。(2)武斷性格與性別對「重人」領導方式的影響有顯著的交互作用存在，較不武斷的女性主管在重人層面的分數愈高，而高武斷的女性主管則愈低。(3)職級對「重事」領導方式的影響有顯著差異，中層主管最重視「重事」的領導方式，高級主管次之，而基層主管最不重視。 基於此，本研究建議：(1)主管人員應了解自己與部屬的武斷程度，使自己的領導方式與部屬的武斷性格及情境條件三者相配，以發揮領導效能，提高生產量。(2)從本研究的樣本中發現，主管人員的武斷程度皆偏高。為使主管人員有一較開放的心態，本研究建議，要降低其武斷程度，應先了解其需要和價值觀，有計劃地改變其動機模式與需結構，如此才能使其信念改變以保有一開放的心態。(3)本研究的自變項僅包括武斷性格、性別、職級、至於其他影響領導方式的變項則未論及，因此筆者建議今後有關領導方式的實證研究，宜儘量朝多變項的交互作用或相關方向發展，如此，才能對領導方式有一較正確、清晰的了解。

本研究的主要目的在探討下列的關系： １、「特質生氣」、生氣表達是否因性別不同而有所差異？ ２、「特質生氣」和生氣表達有何關系？ ３、自尊與「特質生氣」、生氣表達有何關係？ ４、武斷與「特質生氣」、生氣表達有何關係？ ５、同理心與「特質生氣」、生氣表達有何關係？ 本研究以大臺北地區四所大學，共843 名學生為對象。研究工具包括（１）特質生氣 量表，（２）生氣表達量表，（３）自我概念量表，（４）武斷短題、量表，（５） 人際反應指標。研究中主要使的統計方法為：多變項變異數分析、典型相關、Schef- fe 研究結果如下： １、性別在「特質生氣」程度上沒有顯著差異。 ２、性別在生氣表達程度上：就外顯生氣、控制分量表而言，男女呈顯著差異，男生 在外顯生氣上得分較高，女生在控制上得分較高。就內隱生氣而言，沒有顯著差異。 ３、「特質生氣」與生氣表達呈顯著相關：「特質生氣」與內隱生氣、外顯生氣、控 制分量表是極顯著相關。 ４、自尊與「特質生氣」、生氣表達呈顯著相關：除個人勝任感與外顯生氣呈不顯著 相關外，與其餘各分量表皆呈極顯著相關。 ５、武斷與「特質生氣」、生氣表達呈顯著相關：武斷與「特質生氣」、生氣表達各 分量表皆呈極顯著正相關。 ６、同理心與「特質生氣」、生氣表達有顯著相關：「幻想力」與控制分量表呈不顯 著相「身心憂急」與控制分量表呈極顯著負相關；「觀點取替」與控制分量表呈極顯 著正相關；「同情關懷」與控制分量表呈極顯著正相關。

本研究主要目的，除了在於瞭解台灣地區國中校長轉型領導、交易領導、教師人格開放型/封閉型與知覺學習型組織的現況外，進一步探討：1.國中校長轉型領導、交易領導、教師開放型/封閉型人格與學習型組織之間的關係。2.教師開放型/封閉型人格在知覺校長領導模式之間的關係。3.分析國中校長轉型領導、教師開放型/封閉型人格在學習型組織上的交互影響。4.分析國中校長交易領導、教師開放型/封閉型人格在學習型組織上的交互影響。5.探討國中教師背景變項對知覺學習型組織之關係。 本研究係以台灣地區國中教師為對象，採用分層立意抽樣方式，共抽取29所國民中學701位教師，所得有效樣本517人。研究工具為校長轉型領導量表、交易領導量表、武斷性量表、學習型組織知覺量表進行調查研究。統計分析主要使用多變項變異數分析、單因子變異數分析、獨立樣本變異數分析及其它描述性統計。 本研究的主要結論如下： 一、台灣地區國中教師知覺轉型領導/交易領導、教師開放型/封閉型人格與知覺學習型組織現況。 二、國中校長運用轉型領導程度的不同，會影響教師知覺學習型組織的特徵。 三、國中校長交易領導的運用，對教師知覺學習型組織有著不同的影響。 四、封閉型教師比開放型教師知覺到較多學習型組織部分層面。 五、國中校長轉型領導運用、教師開放型/封閉型人格對教師知覺學習型組織，僅部分層面有交互作用。 六、國中校長交易領導、教師開放型/封閉型人格，在知覺學習型組織上，有部分交互作用。 七、國中校長運用交易領導對於封閉型教師影響力較大。 八、教師背景變項對其知覺學習型組織有顯著差異影響。 本研究針對上述研究主要結果加以討論，以提出對有關人員及未來研究之建議： 一、推動學習型社會，教育行政當局除進行宣導外，也應設計具體實施計劃，並實際推行到教育基層單位。 二、持續性舉辦學習型組織研習，提供教師研習之機會。 三、提供校長專門的進修研習管道，設計校長領導成長課程。 四、校長應多運用轉型領導之各層面，以利教師知覺學習型組織。 五、校長應妥善運用交易領導各層面，以增進教師對學習型組織的知覺。 六、校長應認知教師不同開放型/封閉型人格在知覺其領導的影響。 七、校長應多鼓勵女性教師、資淺、未接任行政工作之教師，多參與學校事務的運作。 八、教師應多參與學校事務。 九、對未來研究建議：研究方法可擴大使用問卷以外的方式，研究變項可進一步探討其它影響學習型組織之因素，研究工具應盡量設計符合國情使用。 / This research is aimed mainly to help understand the status quo of such issues in Taiwan as the transformational leadership of junior high school principals, the transactional leadership, teacher’s openness personality and closeness personality, and the learning organization. My further emphasis is therefore put on: 1. the relations between the transformational leadership of junior high school principals, the transactional leadership, teacher’s openness personality and closeness personality, and the learning organization, 2. the relations between the teacher’s openness personality/closeness personality and the principal’s cognitive leadership mode, 3. the analysis of the interactive effects of the transformational leadership of junior high school principals and teacher’s openness personality and closeness personality on the learning organization, 4. the analysis of the transactional leadership of junior high school principals and teacher’s openness personality and closeness personality on learning organization, and 5. the study on the relations between junior high school teacher’s background variables and the learning organization. This research sampled the teachers in Taiwan by means of purposive sampling and 517 effective samples were received and analyzed from questionnaires delivered to 701 teachers from 20 junior high schools. The research tools used in this paper were the principal transformational leadership scale, the transactional leadership scale, the dogmation scale, and the learning organization scale according to which this research is conducted. The statistic analysis was made mainly according to multi-variables analysis, single variable analysis, independently sampling variables as well as other descriptive statistical tools. This paper is concluded as: 1. that the status quo of junior high school teacher’s transformational leadership / transactional leadership and teacher’s openness personality / closeness personality, and the learning organization is provided and analyzed, 2. that a junior high school principal, by employing different degrees of transformational leadership, may impose an effect on the characteristics of teacher’s learning organization, 3. that a junior high school principal, in terms of employing transactional leadership, may impose an effect on the characteristics of teacher’s learning organization, 4. a teacher with closeness personality recognizes more details and facts with respect to the learning organization than a teacher with openness personality, 5. that the transformational leadership, used by a junior high school principal, and the teacher’s openness or closeness personality have an interactive effect on the learning organization, but only to a limited degree, 6. that the transformational leadership used by a junior high school principal and the teacher’s openness or closeness personality have a partially interactive effect on the learning organization, 7. that the transformational leadership used by a junior high school principal have more influence on the teachers with closeness personality, and 8. that the background variables of a teacher have a significant influence on his/her learning organization. This research mainly discusses the results aforementioned and proffers recommendations with respect to the personnel concerned and those who would like to conduct any future research. These recommendations are summarized as: 1. that the education authorities should give an impetus to a learning-typed society by declaring and promoting their policies as well as by designing concrete plans which are aimed to be implemented throughout all educational units, including those at basic level, 2. that symposia characterizing research and study on the learning organization should be held on a regular basis, which may offer teachers an opportunity for further research and study, 3. that a channel of R&S should be established, mainly targeting principals, and the courses should be designed to promote their growth, 4. that a principal should make use of transformational leadership extensively in order to help his teachers ameliorate their recognition of the learning organization, 5. that a principal should make use of transactional leadership extensively in order to help his teachers ameliorate their recognition of the learning organization, 6. that a principal should recognize that a teacher’s openness personality or closeness personality has its impact on the learning organization, 7. that a principal should encourage female teachers, junior teachers, and teachers who do not take on administrative work to participate in the operations of school affairs. 8. that teachers themselves should take part in the de facto operations of school affairs in a wide basis, and 9. that thereupon and with respect to future study that a research method could be applied in ways other than questionnaires, that other research variables could be further included to discover other parameters that might influence the learning organization, and that research tools should be designed to suit local conditions where the researchers are.