本研究旨在探討國民中學校長課程領導與教師賦權增能之關係，希望藉由理論探討與實徵研究的結果，提出建議作為校長推動課程領導與提升教師賦權增能的參考。 本研究採用問卷調查法，以台北市、台北縣及宜蘭縣共計抽取57所公立國民中學的880位正式教師為研究對象，有效問卷595份，問卷回收後以描述統計分析、t考驗、單因子變異數分析、典型相關分析，多元逐步迴歸分析等統計方法進行資料分析。 本研究之主要研究發現歸納如下： 一、國民中學校長課程領導運用「人群關係」頻率最高。 二、國民中學校長課程領導於競值架構下呈現均衡發展。 三、國民中學教師賦權增能整體表現良好，「自我效能」表現最佳，「參與決策」最顯不足。 四、教師對校長課程領導的知覺會因為教師的性別、職務、年齡及年資的不同而有所差異。 五、規模十二班以下的國民中學教師對校長課程領導感受最高，台北市國民中學校長最重視課程領導。 六、教師對賦權增能的知覺會因為教師的性別、職務、年齡及年資的不同而有所差異。 七、國民中學校長課程領導風格以「人群關係」對教師賦權增能的預測力最高。 八、國民中學校長課程領導確實有助於提升教師賦權增能。 最後，本研究根據上述發現針對教育實務層面與未來研究提出具體建議以供參考。 / Analyzing the differences of educators’ perception toward principals’ curriculum leadership and teachers' empowerment in different background variables, the purpose of this study is to inquire the relationship between principals' curriculum leadership and teachers' empowerment in junior high school. With the results of theoretical studies and empirical findings, this study provides some suggestions for promoting “principals’ curriculum leadership” and “teachers' empowerment”. Using a questionnaire, this study conducts a survey on 880 teachers from 57 public junior high schools in YI-Lan county and Taipei County. Among them 595 valid questionnaires from teachers were compiled. The returned data were analyzed by statistical methods including mean, standard deviation, t-test, one-way ANOVA, Pearson’s product-moment correlation, canonical correlation, and multiple stepwise regression analysis. Our main findings are concluded as follows: 1. The highest frequency of teachers’ perception on principals’ curriculum leadership in junior high school is “relation of people”. 2. There is a balance development of the four styles in competing values framework of junior high school. 3. Junior high school teachers perform well in “teacher empowerment” as a whole, while “self-efficiency” performs the best; however, “making decision” performs obviously insufficient. 4. Those teachers who are male, senior, directors, and from small size schools, are aware of better principals’ curriculum leadership of the principal. 5. The teachers in junior high schools with less than twelve classes feel the principals’ curriculum leadership the most. The principals from schools in Taipei emphasize curriculum leadership the most. 6. The teachers’ perception toward empowerment is different because of their gender, position, age, and career. 7. Among all dimensions of principals’curriculum leadership, the best prediction to teachers’ empowerment is promoting “relation of people”. 8. Principals' curriculum leadership into practice is indeed helpful to improve teachers' empowerment. Finally, some suggestions are proposed based on the aforementioned conclusions for further studies and for the practice of education.

21世紀「知識」成為各國經濟發展之主要驅動力，企業更多採專案型組織運作以靈活應變，如何有效管理知識工作者也使企業文化愈受重視。專案型組織因知識工作者增加、多角化跨入新業務型態而有文化轉型需求。本研究欲探討專案型組織於傳統營建工程、知識密集服務、複雜產品系統三種業務類型下之配適文化與轉型模式。藉由蒐集個案公司Kyowa Exeo和IBM官方資料與高階主管談論文化之內容進行文化元素篩選，經競值架構特質表檢驗後，得出應變型文化、家族型文化、市場型文化、階層型文化四種文化類型之佔比，依此繪製舊文化暨新文化之文化剖面圖以進行文化配適與轉型討論。本研究貢獻為專案型組織分類、專案型組織文化情境配適表與文化轉型模式，並確認「家族型文化」於三類專案型組織配適文化中皆為重要元素。後續研究可繼續完善專案型組織文化情境配適表，驗證家族型文化在知識經濟時代對於專案型組織之重要性。 / In the 21st century, “Knowledge” becomes the driving force of economic development all over the world. More and more enterprises choose to change their structure to project-based organization in order to achieve flexibility. Corporate culture is getting more important for enterprises to manage knowledge workers. The demand of culture transformation in project-based organization is derived from the phenomenon of booming knowledge worker population and the strategy of diversification into new business. This study aims to explore the most suitable kinds of organizational culture for three different types of project-based organization, including traditional construction, knowledge-intensive business service, and complex product and system, and discuss the process of the culture transformation. The initial data bank of cultural elements is selected from official information, culture-related comment from senior managers (Kyowa Exeo and IBM). These elements are sorted into four kinds of organization cultures by the characteristic table of Competing Values Framework: Adhocracy culture, Clan culture, Market culture and Hierarchy culture. Two cases are studied in details by grouping their cultural elements in accordance to the four cultural categories. The percentage of each culture of Competing Values Framework is calculated and the culture profile of initial culture and new culture are drawn for in–depth discussion of cultural fit and culture transformation. The contributions of this research are the classification of project-based organization, and their most suitable cultures and culture transformation model. Besides, “Clan culture” is a critical element towards all three types of project-based organization. Follow-up research can improve the effectiveness of cultural fit table of project-based organization and verify the significance of Clan culture for project-based organization in the era of knowledge economy.

本研究目的旨在探討國小校長轉型領導、學校文化取向與學校創新經營關係，並剖析不同背景變項、環境變項在校長轉型領導及學校知識創新行為上的差異情形；分析校長轉型領導與學校創新經營之關係；學校文化取向與學校創新經營之關係；校長轉型領導、學校文化取向對學校創新經營的交互作用關係，以及檢定本研究所假設之模式是否適配。 　　本研究兼採文獻分析法與問卷調查法。根據研究目的、研究問題及文獻探討，編製「國小校長轉型領導、學校文化取向與學校創新經營關係調查問卷」，然後依學校所在地區及學校規模大小，抽取台灣地區63所公私立國民小學1435位教師為對象，調查所任教學校校長轉型領導、學校文化取向與學校創新經營之實況，並探究三者間關係。本研究將校長轉型領導分為親近融合、願景與承諾、激勵共成願景、尊重信任、智識啟發與個別關懷；學校文化取向分為團隊文化、權變文化、市場文化與層級文化，而將學校創新經營分為行政管理、知識分享、外部關係、資訊科技，以及課程教學五個向度。調查結果經由內部一致性分析、因素分析、變異數分析、逐步多元迴歸分析以及線性結構關係分析（LISREL）等統計方法，加以處理分析。 本研究主要發現如下： 一、國小校長最注重之轉型領導層面以「激勵共成願景」最高，其次為「願景與承諾」以及「尊重信任」，而「個別關懷」相對較低。 二、目前學校之文化取向趨向「層級文化」與「團隊文化」；相對的重視外部環境控制之「市場文化」取向為最低。 三、在學校創新經營方面，以「課程與教學」、「資訊科技」與「行政管理」創新經營較高，「教師知識分享」與「外部關係」創新經營較為偏低。 四、國小校長運用轉型領導有助於學校創新經營之實踐；其中轉型領導之「智識啟發」、「激勵共成願景」、「願景與承諾」對整體學校創新經營最具預測效果。 五、在學校文化取向方面，以「團隊文化」與「權變文化」最有助於學校創新經營。 六、轉型領導與學校文化取向同為學校創新經營所需要。若校長轉型領導能同時配合促成有助於創新經營之團隊式、權變式學校文化風格，將更有助於學校朝向各方面創新經營實務。 七、教師所知覺校長有較高學歷、年輕以及在該校年數較長者，校長轉型領導的程度較高。 八、中型規模學校與私立學校校長轉型領導的程度較高。 九、年長、資深、兼任行政職務教師所知覺轉型領導的程度較高。 十、位於院轄市、省轄市之學校，其部分學校創新經營的程度較佳。 最後，本研究並對教育行政機關、校長、學校與未來研究提出提出以下之建議： 一、對教育行政機關之建議： （一）校長職前與在職訓練，宜融入轉型領導相關課程。 （二）應加強校長之專業發展，以塑造良性文化與提昇學校創新績效。 （三）應適度控制學校經濟規模，以利於轉型領導之推動。 （四）應定期訪視與考核學校之創新成效，並獎勵績效卓越之經營團隊，以催化學校創新之動力。 （五）應鼓勵各區域內不同學校結合為創新之夥伴學校，彼此合作交流，營造具分享之創新社群。 二、對校長之建議： （一）應增進校長轉型領導之智識啟發、激勵共成願景與願景與承諾層面，以發揮學校創新經營成效；應展現變革的態度與行政支持，以提高學校創新經營績效。 （二）校長於行政管理與資訊科技創新經營方面，尚需加強轉型領導之親近融合與尊重信任層面。 （三）校長宜多個別關懷年紀較輕、年資較淺，以及未兼任行政職務之教師。 （四）校長應同時使用轉型領導及有利於創新之文化取向，以增加學校創新成效。 （五）校長應展現轉型與變革的態度以及對於行政之支持，以提高學校創新經營績效。 （六）校長應積極在職進修，以提昇專業智能。 三、對學校之建議： （一）學校外部關係創新經營層面，應增進學校動態能耐。 （二）應加強教師知識分享創新，以增進創新之可能。 四、對未來研究之建議： （一）研究對象方面，建議擴大研究群體。 （二）研究方法方面，建議深化研究之脈絡。 （三）研究工具方面，文化取向計分方式調整，並擴充學校創新之向度。 （四）內容方面，建議以知識創新情形為主軸，並將經費之因素納入考量。 / The purpose of this study was to explore the relationships between principal’s transformational leadership and school cultural preference and school innovative management in elementary schools. The difference between principal’s transformational leadership and innovative management of school, principal’s transformational leadership and innovative management of school, school cultural preference and innovative management of school were tested by various demographic variables and environmental variables. Moreover, researcher probed the interaction among them and examined if the assumptive model was appropriate. In the study, principal’s transformational leadership was respectively divided into six dimensions, there were “intimateness and integration” and “vision and commitment” and “visions inspiration” and “respect and trust” and “intellectual stimulation” and “individualized consideration”. School cultural preference, according to Competing value framework, could be divided into four quadrants—clan, adhocracy, market, and hierarchy. Schools’ innovative management were divided into five dimensions, there were “administration and management”, “knowledge sharing”, “exterior relationship”, “information and technology”, and “curriculum and teaching”. The study was proceeding with survey study as well as literature reviews. According to the result of literature review and the purposes and issues of this research, a 6-point Likert-like scale was made for data aggregation. 1435 teachers in 63 public and private elementary schools were surveyed in terms of the school size and location. Finally, 1152 data were collected and used to analyze the status quo of principal’s transformational leadership, school cultural preference and innovative management of school and the relationships among them. The data were analyzed with SPSS Version 10.0 for Windows at the 0.05 level. Statistics methods such as internal consistency, factor analysis, ANOVA, stepwise regression and LISREL were used to data analysis. The findings of this research were listed below: 1. Most of the elementary school’s principal were emphasized on “vision invigoration”, some of them emphasized on “visions and commitment” and “respect and trust”, fewer emphasized on “individualized consideration”. 2. Hierarchy and Clan were the current culture preference of school; Market culture, which took much attention to exterior surroundings, was deserted. 3. On the innovative management of school, “curriculum and teaching” and “information and technology” and “administration and management” were scored higher than “knowledge sharing” and “exterior relationship”. 4. Principal’s transformational leadership induced to the practice of school innovative management; especially the “intellectual stimulation” and “visions invigoration” dimensions were found have higher predictive efficacy than “individualized consideration”. 5. On the school cultural preference, Clan and Adhocracy were more contributive to school innovative management. 6. The appropriateness assumptive model among principal’s transformative leadership, school cultural preference and school innovative management was considered to be fine. 7. Under the consciousness of school teachers, the principals with higher academic background, younger and more experienced did score higher on transformational leadership. 8. The principals who were in middle-sized schools and private schools did score higher on transformational leadership. 9. The schoolteachers who were older, senior, administration experienced were more perceptive to principal’s transformational leadership. 10. The schools which located at Yuan-commanded cities and province- commanded cities scored higher on school innovative management. Based on the findings, several conclusions and recommendations were made for governmental authorities, principals of elementary schools, schools and further researchers.

本研究旨在探討競值架構下國民小學校長領導行為、學校組織文化與教師教學效能之間的關聯。研究採用調查研究法，以新北市公立國民小學教師為對象，共發出748份問卷，共獲得有效問卷646份，有效問卷回收率為86.36％。正式問卷回收之後，分別以描述統計、t考驗、單因子單變量變異數分析、單因子多變量變異數分析、皮爾森積差相關、多元逐步迴歸分析及結構方程模式等統計方式對回收資料進行分析。 本研究獲得以下十一項結論： 一、國民小學校長領導行為在中上水準，以競爭層面表現較突出。 二、國民小學組織文化表現達中上水準，趨向於團隊和層級層面。 三、國民小學教師教學效能平均達高表現水準，以良好學習氣氛得分最高、教學計畫準備得分最低，且顯著低於其他四個教學效能層面。 四、國民小學校長領導行為與學校組織文化以右上象限層面得分均低。 五、教師職務在校長領導行為方面有差異、教師年齡、學歷、服務年資與職務在教學效能上有差異。 六、校長年齡在校長領導行為與學校組織文化方面有差異。 七、學校規模、所在地、校齡在校長領導行為、學校組織文化與教師教學效能均有顯著差異。 八、校長領導行為、學校組織文化與教師教學效能之間具有顯著正相關。 九、校長領導行為、學校組織文化與教師教學效能之間具有顯著預測力。 十、校長領導行為與學校組織文化不僅與對應象限的分層面有正相關與預 測力，與非對應象限甚至對立象限的層面也有顯著正相關與預測力。 十一、校長領導行為可顯著影響教師教學效能，也可透過學校組織文化的 中介作用，正向影響教師教學效能。 本研究分別就實務應用及未來研究兩方面提出如下建議： 一、實務應用方面： (一) 建立回饋機制，使校長瞭解自身領導風格，靈活轉換各種領導行為，並善用競爭領導優勢，成為學校成員學習的榜樣。 (二) 校長應瞭解並協助學校成員認識學校組織文化類型，透過形塑願景與組織對話，使組織在文化生命週期中有效能的運作。 (三) 教師應兼顧每一個教學效能層面，並加強提升教學計畫準備。 (四) 校長應培養創新的領導能力，帶動發展革新求變的組織文化氛圍。 (五) 校內應建立教師教學對話與教學研討機制，藉以傳承資深優良教師教學經驗與觀摩學習。 (六) 校長對於經營校務發展應勇於任事、完全承擔，不應因性別、年齡、學歷、到任時間自我設限，虛與尾蛇。 (七) 校長與學校成員應詳加瞭解所處學校環境，研擬策略面對學校所處位置之有利與不利條件，以營造學校文化及提升教學效能。 (八) 校長應不斷強化自身領導的能力與行為複雜度，並且形塑優質學 校組織文化，以提升教師教學效能表現。 (九) 校長與學校成員應建立深厚的教育夥伴情感，體認共享學校教 育成果之重要性與榮辱休戚與共的使命感，以提供良好教育環境。 (十) 校長應展現兼容並蓄的多元領導風格，以面對諸多領導弔詭與兩 難的困境。 (十一) 營造兼容並蓄學校組織文化，發揮促進教師教學效能中介效果。 二、未來研究方面： 本研究分別就研究對象、研究變項、研究方法，對未來研究提出建議。 / The objective of this study is to understand the relationships among principal’s leadership behavior, school organizational culture and teaching effectiveness in elementary schools by Competing Values Framework. Study on survey research. A total of 646 usable questionnaires were collected from 748 teachers of public elementary schools in New Taipei City. The effective response rate was 86.36％. The statistical techniques applied to this study such as: “describing statistics”, “t-test”, “one-way ANOVA”, “one-way MANOVA”, “Pearson product-moment correlation”, “stepwise multiple regression analysis” and “structural equation modeling”. With the data analysis result, researcher reached the conclusions as following： 1.Principal’s leadership behavior performance of public elementary schools achieves upper-moderate level, and “Compete” is the highlight among all of the dimensions. 2.School organizational culture performance of public elementary schools achieves upper-moderate level, and “Clan” and “Hierarchy” are the highlight among all of the dimensions. 3.The perception of teacher’s teaching effectiveness gets high score level, and “Good instructional climate ” is the highlight among all of the dimensions of teaching effectiveness, and "teaching plan preparation" is significantly weaker than the others four dimensions. 4.Both of principal’s leadership behavior and school organizational culture of public elementary schools in upper right quadrant of CVF scores are low. 5.There is a significantly divergence for “teacher job position” in principal’s leadership behavior and such as teachers’ “age”, “education”, “srevice year” and “job position”, there is a significant divergence in teaching effectiveness. 6.There is a significant divergence for “principal age” between principal’s leadership behaviors and school organizational cultural. 7.Such as “ school size”, “ location” and “school history”, there are significant divergences among principal’s leadership behaviors , school organizational cultural and teaching effectiveness. 8.There are significant positive correlation among principal’s leadership behavior, school organizational culture and teaching effectiveness. 9.There are significant predictive power among principal’s leadership behavior, school organizational culture and teaching effectiveness. 10.Between principal’s leadership behavior and school organizational culture are not only the corresponding quadrant, but also the non- corresponding and even opposing corresponding quadrants, and there are significant positive correlation and predictive power. 11.Principal’s leadership behavior could positively affect teaching effectiveness through the mediate effect of school organizational culture. Otherwise, this study provides suggestions of practical application and future study respectively.

本研究旨在應用競值架構探討國民小學校長領導行為、學校組織文化與學校組織效能之間的關聯性。研究採用調查研究法，以台灣地區公立國民小學教師為對象，總共發出1060份問卷，問卷回收率為89.91％，有效問卷回收率則為84.81％。正式問卷回收之後，分別以單因子單變量變異數分析、單因子多變量變異數分析、集群分析、區別分析、皮爾森積差相關、迴歸分析（簡單、多元及調節迴歸）、階層線性模式及結構方程模式等統計方式對回收資料進行分析。 本研究獲得以下九項結論： 一、國民小學校長領導行為在競爭行為層面上的表現最突出。 二、國民小學組織文化特性趨向層級節制和朋黨組織文化。 三、國民小學學校組織效能在內部過程模式上的表現最佳。 四、校長領導行為、學校組織文化與學校組織效能之間具有正向關聯。 五、校長領導行為表現愈佳及複雜性愈高，有助於塑造學校組織文化與提升 學校組織效能。 六、學校組織文化的特性愈強及複雜性愈高，能促使學校組織效能之表現愈 佳。 七、校長領導行為與學校組織文化之趨同程度愈高，學校組織效能之表現並未 愈佳。 八、校長領導行為與學校組織效能之關聯是否受學校組織文化所調節，須視學 校組織文化之分析層次而定。 九、校長領導行為可透過學校組織文化的中介作用，正向影響學校組織效能。 本研究分別就實務應用及未來研究兩方面提出如下建議： 一、實務應用方面 （一）以競值架構之量表診斷學校組織行為 （二）展現兼容並蓄之領導作風 （三）提升領導行為之複雜性 （四）著重組織文化之型塑 （五）營造兼容並包的組織文化 （六）各種組織效能模式應兼籌並顧 二、未來研究方面 分別就研究對象、研究變項、研究方法、統計分析方法以及行為複雜性之檢測方式等方面，對未來的研究提出建議。 / The purpose of the study was to investigate the relationships among principal’s leadership behavior, school organizational culture, and school organizational effectiveness by utilizing competing values framework. The research method this study adopted is survey research. Data were collected from 1060 teachers of elementary schools in Taiwan. The response rates were 89.91％; the usable rates were 84.81％. The collected data were analyzed by using the statistical methods of one-way ANOVA, one-way MANOVA, cluster analysis, discriminant analysis, Pearson product-moment correlation, regression analysis (simple regression, multiple regression, and moderated regression), hierarchical linear modeling, and structural equation modeling. The conclusions of this study are: 1.Among all of the dimensions of principal’s leadership behavior, “Compete” is the dominant in the elementary schools. 2.Among all of the dimensions of school organizational culture, “Hierarchy” and “Clan” are the dominant in the elementary schools. 3.Among all of the dimensions of school organizational effectiveness, “Internal Process” is the dominant in the elementary schools. 4.There are positive relationships among principal’s leadership behavior, school organizational culture, and school organizational effectiveness. 5.The principals with better leadership performances and higher behavioral complexity tend to shape school organizational culture and enhance school organizational effectiveness. 6.The schools with stronger organizational cultures and higher cultural complexity could improve school organizational effectiveness. 7.The hypothesis that the higher the congruence between principal’s leadership behavior and school organizational culture is, the better the school organizational effectiveness is could not be supported. 8.Whether the relationship between principal’s leadership behavior and school organizational effectiveness could be moderated by school organizational culture depends on the level of analysis of school organizational culture. 9.The principal’s leadership behavior could positively affect school organizational effectiveness through the mediated effect of school organizational culture. In addition, this study provides suggestions respectively on the aspect of practical application and future study.