本研究旨在瞭解國民小學校長混合教練、師傅教導與學校效能之內涵與現況，並探討其關係，進而建構與驗證三者之互動模式，最後依據研究結果提出建議。首先，進行文獻探討，作為研究立論之基礎及發展研究工具之依據；其次，透過問卷調查臺灣北、中、南、東四區之500位公立國民小學現任校長（有效問卷421份），以分析現況及驗證理論；再者，依據正式問卷回收後之統計分析結果，進行後置焦點團體座談與專家訪談，以探究問卷調查結果背後的可能意涵及影響因素，並尋求受訪者對本研究議題的具體建議；最後，依據研究結果進行綜合討論，以形成結論與建議。茲將本研究之主要結論與建議歸納如下： 壹、國民小學校長混合教練、師傅教導與學校效能之內涵與現況 一、國民小學校長在「COACH混合教練模式量表」及其向度的現況得分大多屬於中高程度，且以「組織專業知能」向度的得分最高。 二、國民小學校長在「MENTOR師傅教導模式量表」及其向度的現況得分大多屬於中高程度，且以「楷模典範形塑」向度的得分最高。 三、國民小學校長在「學校效能指標量表」及其向度的現況得分大多屬於高程度，且以「社區認同」、「環境設備」向度的得分最高。 貳、不同背景變項的國民小學校長在混合教練、師傅教導與學校效能得分之差異情形 一、國民小學校長的背景變項中，性別、擔任校長年資、跟隨教練校長（輔導校長）學習與否、跟隨師傅校長學習與否，在混合教練得分之差異達顯著水準。 二、國民小學校長的背景變項中，跟隨教練校長（輔導校長）學習與否、擔任教練校長（輔導校長）與否、跟隨師傅校長學習與否，在師傅教導得分之差異達顯著水準。 三、國民小學校長的背景變項中，年齡、擔任校長年資、跟隨師傅校長學習與否、學校區域，在學校效能得分之差異達顯著水準。 參、國民小學校長混合教練、師傅教導與學校效能之相關情形 一、整體混合教練與整體師傅教導間呈顯著的正相關，且以「教導專業職能」與「COACH混合教練模式量表」之相關程度最高。 二、整體混合教練與整體學校效能間呈顯著的正相關，且以「行政領導」與「COACH混合教練模式量表」之相關程度最高。 三、整體師傅教導與整體學校效能間呈顯著的正相關，且以「行政領導」與「MENTOR師傅教導模式量表」之相關程度最高。 肆、建構國民小學校長混合教練與學校效能以及師傅教導與學校效能之互動模式分析 一、混合教練與學校效能互動模式之適配度與影響力良好，在整體適配度指標、比較適配度指標、精簡適配度指標、基本適配度指標與內在適配度指標皆佳，前因變項（混合教練）對後果變項（學校效能）也具有顯著的影響力。 二、師傅教導與學校效能互動模式之適配度與影響力良好，在整體適配度指標、比較適配度指標、精簡適配度指標、基本適配度指標與內在適配度指標皆佳，前因變項（師傅教導）對後果變項（學校效能）也具有顯著的影響力。 伍、驗證本研究建構之國民小學校長混合教練、師傅教導對學校效能模式 上游潛在變項二（師傅教導）對下游潛在變項（學校效能）較具有顯著的影響力，而上游潛在變項一（混合教練）對下游潛在變項（學校效能）則較不具影響力；綜言之，師傅教導對學校效能具有顯著的影響效果，但混合教練對學校效能的影響效果較小。 最後，本研究依據文獻探討、問卷調查、焦點團體座談與專家訪談等研究結果，提出相關建議，俾供主管教育行政機關、學校教育人員及後續研究之參考。 / The main purpose of this research was to investigate the blended coaching, mentoring, and school effectiveness for elementary school principals in Taiwan. The research methods included literature review, questionnaire survey, focus group sessions, and interviews. First, the literature review was the basis of argument and for the development of research tools. Secondly, the research instrument was distributed to 500 elementary school principals all over Taiwan and there were 421 valid samples which were used in this study. Moreover, after the statistical analysis of the questionnaire results, the focus group sessions and interviews were being held to explore the possibility of results and the influence factors behind the meaning. Finally, the comprehensive discussion was based on the research findings, and to make up conclusions and recommendations which were summarized as follows: A. In the aspect of blended coaching 1. The blended coaching includes five parts: Connect, Organize, Administrate, Collaborate, and Help. For principals, the best dimension is “Organize”. 2. The background variables in gender, years of service, following the coach principal, and following the mentor principal have significant influences on blended coaching. B. In the aspect of mentoring 1. The mentoring includes six parts: Model, Educate, Network, Tell, Outlook, and React. For principals, the best dimension is “Model”. 2. The background variables in following the coach principal, acting as the coach principal, and following the mentor principal have significant influences on mentoring. C. In the aspect of school effectiveness 1. The school effectiveness includes five parts: Administrative leadership, Teacher teaching, Student learning, Community identity, and Environmental equipment. For principals, the best dimension is “Community identity” and “Environmental equipment”. 2. The background variables in age, years of service, following the mentor principal, school district have significant influences on school effectiveness. D. In the aspect of relationships among blended coaching, mentoring, and school effectiveness 1. There were positively correlation existed among blended coaching, mentoring, and school effectiveness. 2. The model of blended coaching to school effectiveness is proper and the model of mentoring to school effectiveness is also proper. 3. Mentoring which is better than blended coaching promotes and has significant influences on school effectiveness for elementary school principals. In the end, based on the research results, the researcher proposed some recommendations for educational administrative agencies, school personnel, and following research, hoping to benefit the development of elementary school education and the school principal preparation systems in the future.