本研究旨在探討國民小學行政團隊的正向組織行為對團隊衝突管理之影響。本研究應用一個縱觀的研究設計來了解是否團隊正向心理的潛在影響，形成團隊成員之間的正向組織行為，進而影響其團隊衝突的型態及面對團隊衝突管理的方式，以期最終達成團隊良好的績效產出，提供教育人員重視正向組織行為，促進建立學校優質的行政團隊視野。 本研究採用問卷調查法，以桃園縣公立國民小學，共有187 所學校之教師兼行政人員為樣本母群體，採分層隨機抽樣，抽出781位受試者，回收有效問卷566份，所得資料分別以描述性統計、t考驗、單因子變異數分析及迴歸分等統計方法進行資料的分析與處理，以瞭解國民小學行政團隊的正向組織行為對團隊衝突管理之現況、差異情形及其預測力。研究結論如下： 一、桃園縣國民小學行政團隊正向組織行為之知覺現況屬中上程度，以「團隊效能」最高。 二、桃園縣國民小學行政團隊衝突型態以「任務衝突」居多。 三、桃園縣國民小學行政團隊衝突管理模式以「整合」占最多數。 四、年齡、現任職務、行政服務年資、學校歷史、教師兼行政人數等五個背景變項在團隊正向組織行為上有顯著差異，以「41歲以上」、「兼任主任職務者」、「行政服務年資16年以上」與「校齡在10年以下的大型學校」較高。 五、性別、年齡、現任職務等三個背景變項在團隊衝突型態上有顯著差異，「男性」、「兼任主任職務者」較傾向知覺任務衝突型態，「年輕者較年長者」傾向知覺關係衝突型態。 六、性別、年齡、最高學歷、現任職務、行政服務年資、學校歷史、教師兼行政人數等七個背景變項在團隊衝突管理模式上有顯著差異，「男性」、「學歷高者」、「兼任主任」傾向支配模式，「41歲以上」、「兼任主任」、「服務年資16年以上」、「在大型學校者」傾向整合模式或妥協模式，「校齡在10年以下」較傾向逃避模式，「41-50歲」、「兼任主任」且在「校齡10年以下的大型學校」較傾向退讓模式。 七、行政團隊正向組織行為與任務衝突有中度正相關。 八、行政團隊正向組織行為與關係衝突有低度負相關。 九、行政團隊正向組織行為與整合、退讓、妥協等衝突管理模式有中高度的正相關。 十、高任務高關係衝突型態之行政團隊的正向組織行為對五種衝突管理模式具顯著相關及預測力。其中以「團隊效能」對整合、逃避、退讓、妥協管理模式具有顯著正向預測力；「團隊恢復力」對整合、逃避、支配、退讓、妥協五種管理模式有顯著相關及預測力；另「團隊樂觀」對逃避、支配具有顯著負向預測力。 十一、高任務低關係衝突型態之行政團隊的正向組織行為對四種衝突管理模式具顯著相關及預測力。其中以「團隊效能」對整合管理模式具有顯著正向預測力，對逃避管理模式具有顯著負向預測力；「團隊恢復力」對整合、退讓、妥協管理模式有顯著相關及預測力；另「團隊樂觀」對退讓具有顯著正向預測力。 十二、低任務高關係衝突型態之行政團隊的正向組織行為對五種衝突管理模式具顯著相關及預測力。其中以「團隊效能」對整合、退讓、妥協管理模式具有顯著正向預測力；「團隊恢復力」對整合、逃避、妥協管理模式有顯著相關及預測力；另「團隊樂觀」對支配具有顯著負向預測力。 十三、低任務低關係衝突型態之行政團隊的正向組織行為對四種衝突管理模式具顯著相關及預測力。其中以「團隊效能」對整合、逃避、退讓、妥協管理模式具有顯著正向預測力；「團隊恢復力」對整合、退讓、妥協管理模式有顯著相關及預測力；「團隊樂觀」在此衝突型態下對衝突管理模式皆無預測力。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、行政團隊、以及未來研究的參考。 / The purpose of this study is to investigate the impact of Positive Organizational Behavior (POB) on conflict management in elementary school administration teams. This study focus on team level representations of the positive psychological capacities that have met the POB inclusion criteria, and which may have a influence on conflict management, the final to achieve good team performance outputs. A survey research was conducted using a sample of public elementary school administration teams in Taoyuan County Taiwan, excluding 781 teachers from 187 school administration teams were selected by stratified random sampling. 566 valid sample data collected was analyzed and processed with the methods of descriptive statistics, t-test, one-way ANOVA, multiple-regression analysis. The major findings of this study are as follows: 1. POB is above average, “Team Efficacy” ranks the top. 2. “Team task conflict” is the majority type of conflict. 3. “Integrating” is the majority conflict management style. 4. Five demographic variables, including age, position, total serving years, school history, team members amount, show significant differences in POB. Teachers who are older than 41, work as the chief of department, more than 16 total serving years, school history in 10 years and a large school, show higher perception of POB. 5. Three demographic variables, gender, age, position, show significant differences in conflict type. Teachers who are male, work as the chief of department, show higher perception of task conflict. Teachers who are younger than 51, show higher perception of relationship conflict. 6. Seven demographic variables, including gender, age, education, position, total serving years, school history, team members amount, show significant differences in conflict management style. 7. POB is positively related to task conflict. 8. POB is negatively related to relationship conflict. 9. POB is positively related to integrating, obliging and compromising. 10. In high-high combinations of task and relationship conflict, “Team Efficacy” has positive direct effect on integrating, avoiding, obliging and compromising. “Team Resilience” has positive direct effect on integrating, avoiding, dominating, obliging and compromising. “Team Optimism” has negative direct effect on avoiding, dominating. 11. In high-low combinations of task and relationship conflict, “Team Efficacy” has positive direct effect on integrating, and has negative direct effect on avoiding. “Team Resilience” has positive direct effect on integrating, obliging and compromising. “Team Optimism” has positive direct effect on obliging. 12. In low-high combinations of task and relationship conflict, “Team Efficacy” has positive direct effect on integrating, obliging and compromising. “Team Resilience” has positive direct effect on integrating, avoiding and compromising. “Team Optimism” has negative direct effect on dominating. 13. In low-low combinations of task and relationship conflict, “Team Efficacy” has positive direct effect on integrating, avoiding, obliging and compromising. “Team Resilience” has positive direct effect on integrating, obliging and compromising. “Team Optimism” has no effect. Based on the results of the research, suggestions for educational administration authorities, administration teams and future related study are proposed.