本研究旨在探討臺北市國民中學校長競值領導與組織氣氛關係之研究。研究目的包括：瞭解國民中學校長競值架構領導層面及學校組織氣氛之現況及關係；不同背景變項的國民中學教師，對校長競值架構領導層面知覺之差異以及對學校組織氣氛知覺之差異；根據研究結果提出建議，作為國民中學校長及未來研究者之參考。 為達成上述目的，本研究採用「問卷調查法」來進行研究，以臺北市公立國民中學教師為研究對象。本研究正式問卷調查，為求具代表性，依不同學校規模分別抽取「24班（含）以下」學校8所、「25-48班」及「49班（含）以上」學校12所，共32所學校。發出問卷700份，回收631份，回收率90.1％，無效問卷26份，有效問卷605份，有效回收率為86.4％。本研究使用工具「臺北市國民中學校長競值領導與組織氣氛關係之研究」問卷，除了受試者基本資料外，包含兩份量表，分別是「校長競值領導行為量表」與「中學組織氣氛描述問卷」。在資料的統計分析方面採用描述性統計、t 考驗、單因子變異數分析、多元逐步迴歸分析等方法。根據研究發現，歸納本研究結論如下： 本研究主要結論如下： 一、臺北市國民中學教師對校長競值領導行為之「注重競爭」感受最高，「涉及個人」感受最低。 二、臺北市國民中學教師對學校組織氣氛之「投入行為」、「支持行為」感受較佳，「受挫行為」、「指示行為」感受較差。 三、臺北市國民中學教師對「女性校長」在校長競值領導行為及學校組織氣氛上認同度較高。 四、臺北市國民中學教師感受到「51-55歲校長」在校長競值領導行為及學校組織氣氛上表現較佳。 五、臺北市國民中學教師感受到具博士教育背景之校長在組織氣氛的表現上，優於四十學分班及師範院校的校長。 六、臺北市國民中學教師對於組織氣氛的感受，男性教師對「受挫行為」高於女性教師；51歲以上教師對「支持行為」與「投入行為」感受最高、30歲以下教師對「指示行為」感受最高。 七、臺北市國民中學教師對於組織氣氛的感受，具碩博士學位教師「受挫行為」感受最高；服務21年以上教師「投入行為」感受最高、10年以下教師「指示行為」感受最高。 八、臺北市國民中學教師因為擔任職務之不同，兼任主任對「支持行為」感受最高；兼任組長「受挫行為」感受最高。 九、校長競值領導各層面對開放指數具有預測力，因此校長競值領導行為對學校組織氣氛產生顯著的正向直接影響。 關鍵詞：競值領導、組織氣氛 / This study aims to explore the relationship between principals' competing values leadership and organizational climate in junior high schools in Taipei city. The purposes of this study is to know the fact and relationship between principals' competing values leadership and organizational climate in junior high schools and the differences among junior high schools’ teacher with different background’s perceptions on principal’s competing values leadership and organizational climate in schools. According to the results of the study, we provide suggestions for principles of junior high schools and future studies. This study conducts a questionnaire survey using stratified sampling according to school size, and surveys on 700 teachers from 32 public junior high schools in Taipei (8 schools of 24 classes below, 12 schools of 25-48 classes, and 12 schools of 49 classes above). The response rates were 90.1％; the usable rates were 86.4％. The research instruments are “Principals’ CVF Managerial Behavior Instrument” and “Organizational Climate Description Questionnaire for Secondary Schools, OCDQ-RS.” The collected data were analyzed by using the descriptive statistic, t-test, one-way ANOVA, multiple stepwise regression analysis, and so on. According to the finding, the conclusions of this study are: 1. Junior high school teachers in Taipei were most aware of the “producing results” dimension of competing values leadership, and less aware of “relating to people” dimension of competing values leadership. 2. Junior high school teachers in Taipei were better aware of “engaged behavior” and “supportive behavior,” but less aware of “frustrated behavior” and “directive behavior.” 3. Taipei’s junior high school teachers’ identification with “female principals” competing values leadership and organizational climates in schools are higher. 4. Junior high school teachers in Taipei feel that the principals in their age of 51-55 perform better in principals’ competing values leadership and organizational climate in schools. 5. Junior high schools of principals with doctorial degree perform better than principals with degree of bachelor or degree of forty credits in organizational climates. 6.Among Taipei junior high school teachers’ perception of organizational climates, male teachers’ perception of “frustrated behavior” is higher than female teachers’; teaches with age above 51 were most aware of “supportive behavior” and “engaged behavior,” and teacher with age below 30 were most aware of “directive behavior.” 7.Teachers’ with master and doctoral degree were most aware of “frustrated behavior,” teachers’ serve more than 21 years were most aware of “engaged behavior,” and teachers’ serve less then 10 years were most aware of “directive behavior.” 8. Teacher’s perception of organizational climate are differ from their different positions. The teachers serve as directors were most aware of “supportive behavior”, the teachers serve as section chiefs are most aware of “frustrated behavior.” 9. The different dimensions of principal’s competing values leadership behavior could well predict openness index in junior high schools; therefore, the principals’ competing values leadership could positively affect organizational climate in schools. Key words: competing values leadership, organizational climate

本研究旨在探討國小輔導教師之人格特質、知覺之學校組織氣氛與其專業倫理行為間的影響情形，並進ㄧ步探討人格特質、學校組織氣氛是否可以解釋輔導教師之專業倫理行為。 研究過程採用問卷調查法，以服務於國內北中南三區之313位國小輔導教師（專任及兼任）為研究對象。研究工具包含「五大人格特質量表」、「學校組織氣氛量表」、「輔導教師專業倫理行為量表」。 本研究以SPSS 17.0版統計套裝軟體進行統計分析，依據所得資料，進行描述性統計、獨立樣本t檢定、Pearson積差相關、單因子變異數分析、逐步多元迴歸等統計方法來驗證假設，研究結果如下： 一、國小輔導教師之五大人格特質中，以「和善性」特質最明顯，「情緒穩定 性」特質則相對不明顯。 二、國小輔導教師知覺之學校組織氣氛類型中，以「開放型」之比例為最多， 以「約束型」之比例為最少。 三、國小輔導教師在專業倫理之表現上，以「對當事人之責任」之表現程度最 高，「對監護人之責任」表現程度較低 四、國小輔導教師會因輔導倫理了解程度、輔導年資以及學校所在位置之不 同，而在部分專業倫理行為的表現上有所差異。 五、國小輔導教師之人格特質與專業倫理行為間有顯著相關，其中以「外向 性」之關聯性為最高。 六、知覺學校組織氣氛為「開放型」之國小輔導教師，在部分專業倫理行為 上，表現程度高於「封閉型」和「疏離型」之輔導教師。 七、學校組織氣氛中的「教師同僚行為」、「教師親密行為」、「校長支持行 為」，與輔導教師專業倫理行為有顯著相關，其中以「教師親密行為」關 聯度最高。 八、國小輔導教師之人格特質、學校組織氣氛能有效預測其專業倫理行為，其 中以「外向性」之預測效力為最高，其次是「教師親密行為」以及「對輔 導倫理的了解程度」。 最後根據研究結果，針對國小輔導教師、教育行政單位，以及未來研究提出建議以供參考。

本研究旨在探討校長空間領導對學校組織氣氛的影響。研究方法為問卷調查法，研究對象為臺北市國民小學校長、主任及教師，共發出604份問卷，有效問卷計463份，可用率達76.66％，問卷回收後分別以描述性統計、t考驗、單因子變異數分析、Pearson積差相關、多元迴歸、結構方程模式等統計方法進行研究。根據研究結果與分析後歸納之結論如下： 一、臺北市國民小學校長空間領導表現為中上程度，以「以空間規劃提升教育意境」程度為最高，「以空間規劃拓展社區關係」程度為最低。 二、臺北市國民小學教育人員知覺學校組織氣氛為中上程度，以「校長支持行為」之知覺程度為最高，「教師疏離行為」之知覺程度最低。 三、臺北市國民小學教育人員知覺學校組織氣氛以開放型與封閉型氣氛約各佔三分之一。 四、臺北市國民小學以擔任主任職務、與得獎學校之教育人員知覺「校長空間領導」的程度較高。 五、臺北市國民小學以51歲（含）以上、任教21年（含）以上、擔任校長及主任職務、學校規模在19-36班與得獎學校之教育人員知覺「學校組織氣氛」的程度較高。 六、校長空間領導與學校組織氣氛有顯著正相關，校長空間領導越高，校長與教師開放行為指數也越高，學校也越傾向開放型氣氛。 七、校長空間領導對學校組織氣氛有顯著的預測力，以「以空間規劃帶動課程發展」對校長行為開放指數最有預測力；以「以空間規劃豐富學習資源」對教師行為開放指數最有預測力。 八、校長空間領導與學校組織氣氛結構方程模式之適配度與影響力良好。 本研究最後根據研究結果提出各項建議，以供教育行政機關、學校及 未來之參考。

本研究旨在探討竹苗區國民中學教師知覺校長願景領導、學校組織氣氛與學校效能之關係。為達研究目的，首先蒐集相關文獻資料加以探討分析，瞭解校長願景領導、學校組織氣氛與學校效能之內涵，以建立本研究架構之理論基礎，及問卷編製的依據。在實證研究上採調查研究法，以竹苗區公立國民中學教師為樣本對象，採「分層隨機抽樣」方式，進行研究資料的蒐集，共發出600份問卷，有效問卷582份，回收可用率達97.0%。問卷回收後，分別以描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關及逐步多元迴歸等進行統計分析。 綜合文獻探討及調查研究結果，本研究獲致研究結論如下： 一、竹苗區國中教師知覺校長願景領導屬於中高程度，其中以「願景的發展與宣導」層面最佳。 二、竹苗區國中教師知覺學校組織氣氛屬於中高程度，其中以「教師承諾行為」層面最佳。 三、竹苗區國中教師知覺學校效能屬中高程度，其中以「有效的教學品質」層面最佳。 四、在「校長願景領導」方面，不同「學校位置」背景變項之國中教師，知覺校長願景領導有顯著差異。 五、在「學校組織氣氛」方面，不同「性別」、「現任職務」、任職學校「校長性別」及「學校位置」背景變項之教師，知覺學校組織氣氛有顯著差異。 六、在「學校效能」方面，不同「學校規模」及「學校位置」背景變項之教師，知覺學校效能有顯著差異。 七、竹苗區國中校長願景領導與學校組織氣氛具有顯著相關。 八、竹苗區國中校長願景領導與學校效能具有顯著相關。 九、竹苗區國中學校組織氣氛與學校效能具有顯著相關。 十、竹苗區國中校長願景領導與學校組織氣氛對學校效能具有顯著預測作用。 根據以上研究結果，提出具體建議，提供教育行政機關、學校行政及教師未來相關研究之參考。 / The overall objective of this study is to estimate the associations among the principal’s visionary leadership, school organization climate, and school effectiveness in Hsinchu and Miaoli junior high schools. To achieve the research purposes, a literature review was conducted to understand the principal’s visionary leadership, school organization climate and school effectiveness, and then to establish the fundamental theory of this study and develop questionnaires. This is a cross-sectional survey study using stratified random sampling design. The study recruited teachers in Hsinchu and Miaoli areas public junior high schools. A sample of junior high school teachers in Hsinchu and Miaoli areas, stratified random sampling, issued a total of 600 parts, 582 valid questionnaires, the effective rate of 97.0% questionnaires. The collected data was analyzed by descriptive analyses, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis. The main findings of the study include： 1.Moderate-high teacher’s perceptions of the principal’s visionary leadership were shown, and “development and propaganda of the vision” had the highest level. 2.Moderate-high teacher’s perceptions of the school organization climate were shown, and “teacher’s commitment behaviors” had the highest level. 3.Moderate-high teacher’s perceptions of the school effectiveness were shown, and “effective teaching quality” had the highest level. 4.School location showed significant effect on teacher’s perceptions of the principal’s visionary leadership. 5.Teacher’s gender, current position, principal’s gender, and school location showed significant effects on teacher’s perceptions of the school organization climate. 6.School scale and location showed significant effects on teacher’s perceptions of the school effectiveness. 7.Principal’s visionary leadership and school organization climate were positively correlated. 8.Principal’s visionary leadership and school effectiveness were positively correlated. 9.School organization climate and school effectiveness were positively correlated. 10.Principal’s visionary leadership and school organization climate were significant predictors of school effectiveness. According to the above research conclusions, the suggestions are proposed to be used as reference by educational institutions, school administrative units, and teachers in the future.

輓近領導理論的發展，極力強調有效領導除應因時、因事、因境而制宜外，且應因 人而異。就學校而言學校結合了許多不同特質的成員，校長如何因材器使，事竟其 功，俾使學校有較佳的組織氣氛，則是領導上一個重要問題。有鑑於此，本文期從 理論上之深入探討及實證性事後溯因研究，來檢視我國「國中校長領導型式、教師 人格特質與學校組織氣氛的關係」，並據以提出結論與建議，以供參考。 本論文計分五章，第一章為諸論，旨在闡述組織氣氛的重要性，強調校長應配合個 別差異，彈性運用傾導型式，以發揮領導型式，以發揮領導的效能。第二章為文獻 探討，乃就領導型式，人格特質與組織氣氛三方面，深入探討其涵義與相互間之關 係，以為本文理論根據。第三章為研究方法，係將本文之研究設計與實施，做一詳 細說明。第四章為結果與討論，乃就所得資料之統計結果，加以分析與討論。第五 章為結論與建議，則根據理論分析與實證發現，提出結論與建議，以供參考。本文 合計約八萬字。茲將本研究之結論，扼要敘述如下： 1.學校組織氣氛確因校長領導型式之不同而有差異。 2.教師人格特質與學校組織氣氛有相關存在。 3.校長領導型式的運用若能配合教師人格特質之不同而異，則學校組織氣氛較佳。 #2810794

本研究旨在探究國民中學教師覺知校長服務領導、學校組織氣氛與教師組織公民行為之關係，並根據研究結果提出建議，以做為教育行政主管機關、國民中學校長、國民中學教師，以及後續研究者之參考。 本研究以桃園縣(市)、新竹縣、苗栗縣(市)公立國民中學教師為研究對象，採問卷調查法，以「國民中學組織行為調查問卷」進行抽樣調查，抽取55所國民中學、520名國民中學教師做為研究樣本，回收統計問卷數共453份(剔除無效問卷25份後)，回收率為87%。以描述性統計、t考驗、單因子變異數分析、積差相關分析、多元逐步回歸等統計方法加以分析獲得以下結論： 一、整體校長服務領導屬中上程度，以「建立專業社群」層面知覺程度最高，「概念化」層面最低。 二、不同「職務」背景變項之教師對於整體校長服務領導的知覺具有顯著差異；不同「性別」、「年齡」、「服務年資」、「學校規模」背景變項之教師對於整體校長服務領導的知覺沒有顯著差異。 三、整體學校組織氣氛屬中上程度，以「教師疏離行為」層面知覺程度最高，「校長指示行為」層面最低。(疏離、指示層面，得分已反向處理，得分高，表疏離、指示情況低) 四、桃竹苗區教師知覺的學校組織氣氛類型「開放型」與「封閉型」佔的比率最高，皆為34﹪；「疏離型」次之，佔18﹪；「投入型」最少，佔14﹪。 五、不同「性別」、「職務」、「年齡」、「服務年資」、「學校規模」背景變項之教師對於整體學校組織氣氛的知覺均無顯著差異。 六、整體教師組織公民行為屬中上程度，以「尊重體制」層面知覺程度最高，「自我要求」層面最低。 七、不同「職務」、「年齡」、「服務年資」、「學校規模」背景變項之教師對於整體教師組織公民行為的知覺具有顯著差異；不同「性別」背景變項之教師對於整體教師組織公民行為的知覺沒有顯著差異。 八、「校長服務領導」與「學校組織氣氛」之間具有正相關；「校長服務領導」與「教師組織公民行為」之間具有正相關；「學校組織氣氛」與「教師組織公民行為」之間具有正相關 九、「校長服務領導」與「學校組織氣氛」對「教師組織公民行為」具有聯合預測力，以「教師承諾行為」、「覺察」、「教師同儕行為」等三個層面對整體教師組織公民行為具有預測力。總解釋變異量為35.2%。 / The main objective of this study is to investigate the relationship among principals’ servant ‘leadership, school organizational climate, and teachers’ organizational citizenship behavior which teachers perceive, and to propose suggestions based on the results, for the reference of educational administration authorities, junior high school principals, , junior high school teachers and relevant future studies. In this study, faculty of junior high schools in Taoyuan county, Hsinchu county and Miaoli county is picked as subjects and questionnaire survey is adopted. The researcher formulates “junior high school organizational behavior questionnaire,” and randomly selects 55 junior high schools, 520 teachers as samples. In a rate of 87%, 453 replies are returned and then analyzed in methods of descriptive statistics, t-test, one-way ANOVA, product-moment correlation analysis and stepwise multiple regression. The following conclusions are obtained: 1. The present situation of principals’ servant leadership is above the average. Among all the aspects, “professional community” ranks to the top, while “conceptualization” ranks otherwise. 2. Teachers bearing different duties perceive principals’ servant leadership significantly differently; while teachers of other variables such as gender, age, service seniority and school size show no significant difference. 3. The present situation of school organizational climate is above the average. Among all the aspects, “teachers’ disengagement” ranks to the top, while “principal command” ranks otherwise. 4. School climate type which Teacher perception of the highest rate are Open climate and close climate, they account for 34% each, the second is disengagement climate , accounted for 18, involvement climate is the least, accounted for 14%. 5. Teachers of different demographic variables such as gender, duties ,age, service seniority and school size perceive school organizational climate show no significant difference. 6. The present situation of teachers’ organizational citizenship behavior is above the average. Among all the aspects, “respecting school system” ranks to the top, while “self-request” ranks otherwise. 7. Teachers bearing different duties, age, service seniority and school size perceive teachers’ organizational citizenship behavior significantly differently; while teachers bearing different gender, show no significant difference. 8. Principals’ servant leadership is positively related to school organizational climate; Principals’ servant leadership is positively related to teachers’ organizational citizenship behavior ; school organizational climate is positively related to teachers’ organizational citizenship behavior 9. When combining principals’ servant leadership and school organizational climate, teachers’ organizational citizenship behavior is predictable for three aspects, including “teachers’commitment,” “Awareness,”and “teachers’ disengagement”, accounting for 35.2% of total variance.

本研究旨在了解大學生個人思考風格與團隊互動時的領導風格、組織氣氛與團隊策略之關係。本研究採混合研究法，研究工具包含量化的問卷資料及質性的學生週記與訪談資料兩部分，所使用的問卷為Sternberg的心智自我管理理論（theory of mental self-government）提出的思考風格量表（Thinking Styles Inventory，TSI），作為測量學生思考風格之工具。研究者於每週授課時段進入課堂觀察小組互動之情形，時間為一學期，期末施予問卷並另約訪談時間了解團隊互動之過程，自願參與本研究之受測者共計七名，願意受訪者共計五名。研究結果顯示： 壹、具有學習型目標的團隊，學習目標的達成比追求團隊效率更為重要。 貳、思考風格、領導風格及團隊策略相搭配，使得團隊互動更為順利。 參、不同思考風格之人在互動中可能帶來正面影響，也可能造成彼此的壓力。 / This study aims to understand the relationships between undergraduate student individual thinking styles and group interaction, with group interaction including leadership styles, organizational climate and group strategies. A mixed-method study was conducted by using the quantitative measure of a questionnaire and two qualitative measures of students’ weekly journals and interviews. Students’ thinking styles were evaluated by the Thinking Styles Inventory developed based on Sternberg’s theory of mental self-government. Student group interactions in a course lasting for one semester were observed every week. Semi-structured interviews were performed at the end of the semester to understand the process of group interaction. Results of both quantitative and qualitative data analyses revealed that: 1. A team with learning-centered goals would stress more on achieving those goals than on team efficiency. 2. Thinking styles, leadership styles and group strategies work together can make group interaction smooth. 3. People with different thinking styles can either bring positive effects or create stresses within group interaction.