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.

本研究之目的主要為探討國民小學校長課程領導與教師教學效能二者之間的關係。 　　本研究主要採用文獻分析法、問卷調查法以及訪談法等研究方法。在問卷調查方面，以臺北縣90所公私立國民小學的90位校長與810位教師為調查對象，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。在訪談方面則從上述學校中選擇2所學校，每校訪談校長、主任、教師各1位。本研究期能透過上述的設計，了解校長與教師對課程領導與教師教學效能二者關係的具體看法與建議。 　　本研究之結論歸納如下： 　　一、臺北縣國民小學校長與教師均肯定校長課程領導。 　　二、臺北縣國民小學校長與教師均肯定教師教學效能。 　　三、不同背景變項的校長對於本身課程領導的評價差別不大。 　　四、在教師的背景變項中，除了最高學歷之外，其餘變項均會影響其對校長課程領導的評價。 　　五、不同背景變項的校長在教師教學效能上的評價差別不大。 　　六、在教師的背景變項中，除了年齡與服務年資之外，其餘變項對教師教學效能的影響不大。 　　七、校長實施課程領導確實有助於提升教師教學效能。 　　八、在校長課程領導各層面中，以「促進教師專業成長」對於整體教師教學效能的預測力最高。 　　本研究依據結論，於教育行政機關、校長、教師以及未來研究，提出以下具體建議： 　　一、對教育行政機關的建議 　　　（一）重視校長的培育與進修，不斷提升校長實施課程領導的實力。 　　　（二）依據地方差異，給予課程領導行政支援。 　　二、對國民小學校長的建議 　　　（一）發揮課程領導權利，善盡課程領導義務。 　　　（二）營造優質校園文化，建構學習型學校。 　　　（三）促進教師專業成長，提升教師教學效能。 　　三、對國民小學教師的建議 　　　（一）成為「合作的學習者」，彼此交流教學經驗與資源。 　　　（二）成為「行動的研究者」，探索提升教學效能之道。 　　四、對未來研究的建議 　　　（一）在研究範圍方面：本研究以台北縣為研究範圍，建議未來研究可以全臺灣地區為研究範圍，以擴大研究的廣度。 　　　（二）在研究方法方面：除了文獻探討、問卷調查與訪談之外，建議未來研究再增加個案研究法，以擴大研究的深度。 / The purpose of this study was to inquire the relationship between principals' curriculum leadership and teachers' teaching effectiveness in elementary schools. 　　This study methods were adopted literature review, questionnaire and in-depth interviews. In questionnaire aspect, the subjects included 90 principals and 810 teachers from 810 public and private schools in Taipei County. The collected data were analyzed through the methods of descriptive statistic, t-test, one-way ANOVA, Pearson's product-moment correlation, canonical correlation and multiple stepwise regression analysis. In addition, interviews had selected two schools from the sample of questionnaire. It is hoping that through this design to collect and understand the relationship between principals' curriculum leadership and teachers' teaching effectiveness as well as real life phenomenon of the researched subject. 　　Conclusions were made as followings: 　　1. Most principals and teachers agree the behavior of principals' curriculum leadership in elementary schools of Taipei County. 　　2. Most principals and teachers agree the behavior of teachers' teaching effectiveness in elementary schools of Taipei County. 　　3. Principals among diverse background variables take a similar view in their own curriculum leadership. 　　4. Teachers among diverse background variables, except the highest academic background, the rest variables will affect evaluations on principals' curriculum leadership. 　　5. Principals among diverse background variables take a similar view in teachers' teaching effectiveness. 　　6. Teachers among diverse background variables, except age and service seniority, the rest variables will have little influence on teachers' teaching effectiveness. 　　7. To put principals' curriculum leadership into practice is indeed conducive to promote teachers' teaching effectiveness. 　　8. Among all dimensions of principals' curriculum leadership, the highest prediction to total teachers' teaching effectiveness is promoting teachers' professional growth. 　　According to the conclusions, following are the suggestions： 　　1. Suggestions for educational administration organizations 　　　1) Respecting the nurture and further education of principals and enhance the strength of curriculum leadership constantly. 　　　2) In accordance with variation of locality, offering administrative supports for curriculum leadership. 　　2. Suggestions for principals of elementary schools 　　　1) Functioning curriculum leadership rights, fulfilling curriculum leadership obligations. 　　　2) Building high quality campus cultures, constructing learning schools. 　　　3) Promoting teachers’professional growth, enhancing teachers' teaching effectiveness. 　　3. Suggestions for teachers of elementary schools 　　　1) Becoming cooperative learners, communicating the experiences of and resources to each other. 　　　2) Becoming action researchers, enhancing the way to teachers' teaching effectiveness. 　　4. Suggestions for future research 　　　1) Aspects in research scope: the study ranging from Taipei County, suggest future research could include the whole Taiwan area to expand the breadth of study. 　　2) Aspects in research method: besides literature review, questionnaire and in-depth interviews, suggest future research could add case study to expand the depth of study.

本研究旨在探討國民中學校長課程領導策略對學校組織文化塑造之影響情形。希望藉由理論探討與實徵研究結果，提出建議作為校長推動課程領導與發展優質學校組織文化的參考。 本研究使用方法包括文獻探討與問卷調查。文獻分析的目的乃在於探討校長課程領導策略與學校組織文化塑造以架構研究的理論基礎。問卷調查方面，以基隆市16所國中的16名校長及370名教師為調查對象，有效回收校長問卷16份、教師問卷342份，問卷回收整理後分別以描述性統計、t考驗、變異數分析、多元逐步迴歸分析及線性結構模式分析探討。 本研究之主要研究發現如下： 一、國中校長課程領導策略及學校組織文化塑造的指標、內涵及其現況： （一）校長課程領導策略包括自我超越、改善心智模式、建立共同願景、團隊學習、系統思考等五個向度；校長問卷結果，其整體、分向度得分均佳，其中以改善心智模式得分最高。教師問卷結果，其整體、分向度得分均尚佳，其中以改善心智模式得分最高。 （二）學校組織文化塑造包括基本假定、共同價值觀、共同行為模式、象徵性活動等四個向度；校長問卷結果，其整體、分向度得分均佳，其中以共同價值觀得分最高。教師問卷結果，其整體、分向度得分均尚佳，其中以基本假定得分最高。 二、不同背景變項在校長課程領導策略及學校組織文化塑造之差異情形： （一）不同背景變項在校長課程領導策略的得分方面：校長問卷結果發現，在性別、學校歷史有顯著差異，但年齡、學歷、本校服務年資、學校規模及學校區域沒有顯著差異。教師問卷結果發現，在性別、年齡、本校服務年資、現任職務、學校歷史、學校規模及學校區域有顯著差異，但學歷沒有顯著差異。 （二）不同背景變項在學校組織文化塑造的得分方面：校長問卷結果發現，在性別及學校規模有顯著差異，年齡、本校服務年資、學校歷史、學校規模及學校區域沒有顯著差異。教師問卷結果發現，，在性別、年齡、本校服務年資、現任職務、學校歷史、學校規模及學校區域有顯著差異，但學歷沒有顯著差異。 三、校長課程領導策略各向度對於學校組織文化塑造的預測情形： 校長課程領導策略之系統思考、改善心智模式及建立共同願景對整體學校組織文化塑造有顯著的預測力。 四、校長課程領導策略各向度對學校組織文化塑造的互動模式 各項適配度指標佳，前因變項（校長課程領導策略）對後果變項（學校組織文化塑造）具有顯著的影響力。 最後，本研究根據研究的發現提出相關建議，俾供教育行政機關、校長培育中心、國民中學校長及後續研究者參考。 關鍵字：國民中學 課程領導 學校組織文化 / The purpose of this study was to investigate the impact of principal’s curriculum leadership strategies into the school organization culture molding in junior high schools. Through the related theoretic analysis and the result of empirical study, it offers some suggestions for principals to promote curriculum leadership and develop the high-quality school organizational culture. The study included literature analysis and survey method with a questionnaire. The purpose of literature analysis was aimed to explore the principal’s curriculum leadership strategies and school organization culture molding. In questionnaire aspect, the subjects included 16 principals and 370 teachers from 16 public junior high school in Keelung city. There were 16 valid questionnaires from principals and 342 questionnaires from teachers were compiled. The collected data were analyzed by descriptive statistics, t-test, ANOVA, multiple regression and LISREL model. The study finds the following results : A.In the aspects of principal’s curriculum leadership strategies : 1.The principal’s curriculum leadership strategies include five parts : (1)personal mastery, (2)improving mental models, (3)building shared vision, (4) team learning, (5)systems thinking. The perception of principals and teachers were above average agreement of the five parts. For principals, the best dimension is “improving mental models”. For teachers, the best dimension is “improving mental models”,too. 2.Principal’s sexual and school’s history have significant influences on principal’s curriculum leadership strategies. But principal’s age, highest educational degree, years of service, school’s size, and school’s district do not have any significant influences. 3.Teacher’s sexual, teacher’s age, years of service, position of service, school’s history, school’s size, and school’s district have significant influences. But teacher’s highest educational degree does not have any significant influences. B.In the aspects of school organization culture molding : 1.The school organization culture molding include four parts : (1)basic assumption, (2)peer value, (3)common behavior pattern, (4)symbol activity. The perception of principals and teachers were above average agreement of the four parts. For principals, the best dimension is “peer value”. For teachers, the best dimension is “basic assumption”. 2.Principal’s sexual and school’s size have significant influences on school organization culture molding. But principal’s age, highest educational degree, years of service, school’s history, and school’s district do not have any significant influences. 3.Teacher’s sexual, teacher’s age, years of service, position of service, school’s history, school’s size, and school’s district have significant influences. But teacher’s highest educational degree does not have any significant influences. C.In the aspect of relationships between principal’s curriculum leadership strategies and school organization culture molding : 1.There was positive correlation and regression existed between principal’s curriculum leadership strategies and school organization culture molding. 2.Principal’s curriculum leadership strategies did promote school organization culture molding. In the last part, the researcher, based on the findings, proposed some suggestions for authorities of educational administration , the school leadership academy, the junior high school’s principals, and the future researchers. Key words: junior high school, curriculum leadership, school organization culture

本研究旨在使用後設分析方法探討我國校長課程領導與教師教學效能之關聯性。藉由2002年至2012年間研究此兩變項相關之15篇博碩士論文的研究數據進行後設分析，討論兩變項整體相關性以及細部跨變項的相關性。並投入性別、服務年資、學歷、是否兼任行政職務、學校層級及研究地區等特徵，探討其在校長課程領導與教師教學效能關係中是否具有調節作用。本研究主要發現：（一）整體校長課程領導與整體教師教學效能之間具有正向的相關性。（二）整體校長課程領導與教師教學效能細部構面間皆有正向相關性。（三）整體教師教學效能與校長課程領導細部構面間皆有正向的相關性。（四）校長課程領導與教師教學效能各細部構面間具有正向的相關性。（五）新進教師比與研究所學歷比在校長課程領導與教師教學效能間具有調節作用。（六）性別比、兼任行政職務比、學校層級及研究地區在校長課程領導與教師教學效能間不具有調節作用。 最後，依據研究結論針對實務及後續研究提出參考。 / The main purpose of this study is to conduct a meta-analysis on the relationship between principal curriculum leadership and teacher teaching effectiveness. The research data were collected from 15 independent doctoral or master theses on the relationship between these two variables, all of which were published during 2002-2012. The study discusses the relationship between two variables and each variable between the sub-variables. The study also discusses whether variables moderate the relationship, including gender, working years, education background, administration affairs, school levels and the research location. 　　The main findings of this study are: (1)There is a positive relationship between principal curriculum leadership and teacher teaching effectiveness. (2)There are positive relationships between principal curriculum leadership and the sub-variables of the teacher teaching effectiveness. (3)There are positive relationships between the sub-variables of the principal curriculum leadership and the teacher teaching effectiveness. (4)There are positive relationships between the sub-variables of the principal curriculum leadership and the sub-variables of the teacher teaching effectiveness. (5)The percentage of newly-employed teachers and the percentage of teachers with masters or higher degree are found the significant moderators between principal curriculum leadership and teacher teaching effectiveness. (6) The gender-ratio, teacher-as-administrator ratio, the school levels and the location are found not the significant moderators between principal curriculum leadership and teacher teaching effectiveness. The researcher provides suggestions for future research and practice according to the findings.