本研究旨在瞭解台灣省北區五縣市國民中學校長轉型領導與教師組織公民行為之關係，為達此目的以問卷調查法為主進行研究。以多階段抽樣方法從北區五縣市國民中學抽出634位教師進行問卷調查，並以因素分析、t考驗、變異數分析與事後多重比較、結構方程模式SEM等統計方式進行考驗，獲得以下結論： 一、台灣省北區五縣市國民中學之教師對校長轉型領導行為之覺知為中上程度 二、台灣省北區五縣市國民中學之教師對教師組織公民行為之覺知為中上程度 三、台灣省北區五縣市國民中學教師之不同教育程度、擔任職務在校長轉型領導有所差異，而教師之不同性別、年齡、服務年資、身份、學校規模在校長轉型領導則無差異。 四、台灣省北區五縣市國民中學教師之不同年齡、服務年資、教育程度、擔任職務在組織公民行為表現上有所差異，而教師之不同性別、身份、學校規模在組織公民行為表現上則無差異。 五、就模式適配考驗，本研究所建構之模式與資料獲得適配 六、台灣省北區五縣市國民中學之校長轉型領導對教師組織公民行為是有直接影響關係。 根據問卷調查結論及訪談結果，提出下列建議以供參考： 一、對教育行政機關的建議 （一）鼓勵校長在職進修，提升領導能力 （二）以轉型領導作為學校校長進修之課程 （三）培養校長領導魅力，營造良好組織公民行為 （四）鼓勵學校教師兼任行政人員 二、對校長的建議 （一）加強轉型領導的作為，改善學校組織氛圍 （二）培養領導魅力，發揮領導功效 （三）鼓勵教師兼任行政人員 （四）積極輔導新進教師，展現組織公民行為 關鍵詞：轉型領導、組織公民行為

本研究主要目的在探討：(1)目前國小校長轉型領導、交易領導、教師制握信念與教師職業倦怠之現況。(2)國小校長轉型領導、交易領導、教師制握信念與教師職業倦怠之關係。(3)國小校長轉型領導和教師制握信念對教師職業倦怠的交互影響。(4)國小校長交易領導和教師制握信念對教師職業倦怠的交互影響。(5)不同制握信念的國小教師在知覺校長轉型領導、交易領導上之差異。(6)國小教師個人背景變項與教師職業倦怠之關係。 本研究係以台灣地區公立國民小學教師為對象，採分層隨機取樣方式，共抽取74所學校1500位教師，所得有效樣本1220人。以校長轉型領導量表、交易領導量表、教師內外控量表和教師職業倦怠量表進行調查研究。統計分析則主要使用多變項變異數分析、單因子變異數分析、獨立樣本t考驗及其它描述性統計。 本研究的主要結論如下： 一、目前國小校長的轉型領導及交易領導行為各層面介於2.47-3.62之間；教師制握信念上，以偏向內控信念的教師居多；教師職業倦怠的感受上整體而言並不嚴重。 二、不同的國小校長整體轉型領導及轉型領導各層面（遠景與承諾、親近融合、激勵共成願景、尊重信任、智識啟發、個別關懷）對教師職業倦怠感受上有部份顯著差異。在整體轉型領導及轉型領導各層面上，校長的高轉型領導行為能提昇教師的個人成就感，進而降低部份教師職業倦怠感受。另外，校長的高個別關懷行為除了提昇教師的個人成就感外，還能降低教師職業倦怠之情緒耗竭的感受。 三、不同的國小校長整體交易領導及交易領導各層面（實質後效酬賞－互惠、被動例外管理、主動例外管理、承諾後效酬賞、實質後效酬賞－表揚禮遇）對教師職業倦怠感受上有部份差異。 (一)不同的國小校長整體交易領導對教師職業倦怠感受上有部份差異，校長的高交易領導行為會增加教師職業倦怠之非人性化感受。 (二)不同的國小校長交易領導之後效酬賞行為對教師職業倦怠感受上有部份差異：其中校長的「實質後效酬賞－互惠」行為會增加教師之個人成就感，但非人性化感受也會增加；校長的「承諾後效酬賞」行為會增加教師職業倦怠之非人性化感受；校長的「實質後效酬賞－表揚禮遇」行為則能提昇教師之個人成就感。 (三)不同的國小校長交易領導之例外管理行為對教師職業倦怠感受上有部份差異：其中校長的「被動例外管理」行為會增加教師職業倦怠之情緒耗竭及非人性化感受；校長的「主動例外管理」行為會增加教師之個人成就感，但情緒耗竭的感受也會增加。 四、不同的教師制握信念對於教師職業倦怠的情緒耗竭、非人性化及個人成就感上具有顯著差異，其中內控組教師在情緒耗竭及非人性化感受上較外控組教師低，個人成就感上則較外控組教師高。 五、國小校長轉型領導（整體及各層面）與教師制握信念對教師職業倦怠感受，僅有激勵共成遠景－組具有顯著之交互作用，其中內控組教師在校長高激勵共成顧景領導下能有效降低教師職業倦怠各層面感受，而外控組教師在校長高激勵共成願景領導下只能降低部份之教師職業倦怠，僅在教師之個人成就感上能有效提昇。 六、國小校長交易領導（整體及各層面）與教師制握信念對教師職業倦怠感受，並無交互作用影響。 七、不同制握信念教師在知覺校長轉型領導（整體及各層面）上皆達到顯著差異，其中內控傾向的教師相較於外控傾向的教師，知覺較多校長轉型領導行為。 八、不同制握信念教師在知覺校長交易領導（整體及各層面）上部份達到顯著差異：內控組教師知覺較多校長實質後效酬賞行為；外控組教師知覺較多校長的被動例外管理行為；但在校長整體交易領導、主動例外管理、承諾後效酬賞上並未有顯著之差異。 九、國小教師背景變項與職業倦怠各層面的關係上，本研究發現部份具有顯著之差異，年紀輕、資淺、未婚及科任教師在職業倦怠各層面感受上較嚴重；在性別方面，男性教師在職業倦怠之非人性化感受上較女性教師高；但不同的學歷、學校規模及學校地區，對教師職業倦怠的感受上並無顯著差異。 本研究針對上述研究結果加以討論，並據以提出對有關人員及未來研究之建議如下： 一、提供教師因應職業倦怠之自我調適。 二、舉辦校長轉型領導知能之進修活動。 三、校長應重視轉型領導的實務運用，進而提昇教師的個人成就感。 四、校長宜慎用交易領導之「後效酬賞」及「例外管理」。 五、校長宜瞭解教師在控制信念上差異，適時運用不同領導模式。 六、應多關心年輕、年資淺、未婚之教師。 七、應重視科任教師發展需求。 八、對未來研究建議：包活在研究方法，研究變項，研究工具上之探討。

論文提要 本研究旨在瞭解國民小學校長轉型領導與教師自我實現之現況，並探討兩者間的關聯性。研究中是以台北縣政府所屬67所縣立國民小學、1025位教師為施測樣本，以「校長領導行為與教師自我實現調查問卷」作為研究工具，將所蒐集的資料分別以「平均數」、「標準差」、「單因子變異數分析」、「t考驗」、「皮爾遜積差相關」、「多元逐步迴歸」等統計方法進行分析與討論。歸納有九項研究發現： 一、台北縣國民小學教師多數肯定校長的轉型領導行為。 二、台北縣國民小學教師普遍具高程度自我實現之表現。 三、不同學校環境變項，教師知覺的校長轉型領導行為並無顯著差異。 四、不同校長屬性變項，教師知覺的校長轉型領導行為並無顯著差異。 五、不同學校環境變項，教師自我實現程度並無顯著差異。 六、不同教師屬性變項，教師自我實現程度並無顯著差異。 七、校長與教師所知覺的校長轉型領導行為有顯著差異。 八、校長轉型領導行為與教師自我實現程度有顯著相關。 九、校長轉型領導行為各層面對整體教師自我實現具有預測效果。 依據上述研究發現提出建議，以提供教育行政機關、國小校長、教師以及未來研究者之參考，期使有助於學校教育之進步與發展。

本研究旨在探討桃園縣國民中學女性校長轉型領導與學校效能之關係，以問卷調查法進行研究，研究問卷調查對象是以97學年度桃園縣國民中學校長為女性之25所學校，對教師以分層隨機抽樣方式抽取408名為問卷填答的對象，回收後可用問卷379份，問卷可用率為92.9%。採用SPSS 16.0 for Windows與LISREL 8.87統計套裝軟體進行分析，獲得以下結論： 一、桃園縣國民中學教育人員知覺女性校長運用轉型領導屬於「中高程度」表現。 二、桃園縣國民中學教育人員知覺女性校長的學校效能屬於「中高程度」表現。 三、學歷較低、身兼行政職務、學校規模越小和學校歷史較短的教育人員，越能知覺到國民中學女性校長運用轉型領導。 四、身兼行政職務、學校規模較小和學校歷史較短的教育人員，越能肯定國民中學女性校長的學校效能。 五、女性校長轉型領導能正向影響學校效能。 依據研究之結論，研究者提出下列建議，以提供參考： 一、對國民中學女性校長之建議 （一）校長應增進對教師的關懷協助之知能，並建立信賴友善關係。 （二）校長應多鼓勵教師參與進修，以提昇教師的專業知能。 （三）加強行政部門與導師和專任教師的溝通協調技巧，以凝聚全校共識。 二、對教育行政機關之建議 （一）女性校長在規模較小和歷史較短的學校較易獲得肯定，可供校長遴選作業參考。 （二）不斷提供校長轉型領導的新資訊，並使理論與實務能整合。 （三）校長甄選時應將轉型領導之專業知能融入。 關鍵詞：女性校長、轉型領導、學校效能 / This paper aims at exploring the relationships between transformational leadership of female principals and school effectiveness presented from the junior high schools in Taoyuan County. A questionnaire survey is conducted for the study. The objects being surveyed were the female principals from 25 junior high schools in Taoyuan County in 2008. 408 teachers were selected via stratified random sampling to fill in the questionnaire. 397 valid copies of the questionnaire were collected with the questionnaire availability at 92.9%. The software packages including SPSS 16.0 for Windows and LISREL 8.87 were adopted for conducting analysis. The conclusions are as follows: 1. The teachers from the junior high schools in Taoyuan County perceived the application of transformational leadership shown by the female principals as “upper-intermediate level”. 2. The teachers from the junior high schools in Taoyuan County perceived the school effectiveness performed by the female principals as “upper-intermediate level”. 3. The teachers with lower educational degree, concurrently being in charge of administrative works, working for a small-scale school as well as a school of shorter history perceived more about the application of transformational leadership shown by the female principals of the junior high schools. 4. The teachers concurrently being in charge of administrative works, working for a small-scale school and a school of shorter history were more affirmative about the school effectiveness achieved by the female principals in the junior high schools. 5. Transformational leadership of female principals showed positive effect on school effectiveness. Based on the conclusions of the study, the author proposed the following suggestions for reference in the future: 1. Suggestions for the female principals of junior high schools （a） Principals should increase their knowledge in caring for and assisting teachers and establish a trustful and friendly relationship. （b） Principals should encourage teachers to take part in further study so as to enhance their professional knowledge. （c） The communication and coordination skills between the administrative departments, class teachers and subject teachers should be strengthened so as to achieve the consensus of the whole school. 2. Suggestions for educational administrations （a） Female principals gain affirmation easier when they are in small-scale schools or schools of shorter history. This fact can be served as a reference for principal election. （b） New information on transformational leadership of principals should be updated from time to time. The integration of theories and practices should be enabled. （c） The professional knowledge in transformational leadership should be introduced while selecting a principal. Keywords: female principal, school effectiveness, transformational leadership

本研究旨在探討國民中學校長轉型領導對學校組織學習影響之研究，具體目的包括瞭解國民中學校長轉型領導與組織學習現況、不同背景教師在國民中學校長轉型領導與組織學習知覺之差異情形、國民中學校長轉型領導各構面對組織學習的預測情形，最後歸納結論與建議，作為國民中學校長的參考。 本研究採問卷調查法進行。經由文獻探討與參考相關量表編製「國民中學學校組織學校狀況調查問卷」最為研究工具。抽樣方式採叢集抽樣，抽樣台北縣市41所國民中學教師1060位進行正式問卷施測，回收有效問卷860份，回收率81.13%；資料整理後以描述統計、獨立樣本t檢定、單因子變異數分析與逐步多元迴歸分析等方法進行統計分析，本研究的主要結果如下： 一、國民中學校長轉型領導現況以「激勵鼓舞」知覺得分最高，「智識啟發」最低。 二、國民中學學校組織學習現況以「支持專業成長」知覺得分最高，「提升專業知能」最低。 三、男性教師所知覺的校長轉型領導與學校組織學習較高。 四、女性校長之學校教師所知覺的校長轉型領導與學校組織學習較高。 五、不同學歷之教師，所知覺的校長轉型領導與學校組織學習無差異。 六、41歲以上之教師，所知覺校長轉型領導與學校組織學習較高。 七、擔任主任或組長之教師，所知覺校長轉型領導、學校組織學習較高。 八、年資16年以上之教師，所知覺校長轉型領導較高。 九、年資5年以下之教師，所知覺學校組織學習較高。 十、偏遠地區的學校教師所知覺之校長轉型領導與學校組織學習高於其他地區。 十一、國中校長轉型領導對學校組織學習具有預測力。 本研究根據研究結果，提出供校長推動學校組織學習之建議。 / The main purposes of this research are to understand the current situations of principals' transformational leadership and organizational learning in junior high schools, and to analyze the differences among principals' transformational leadership and organizational learning in personal variables, and school environmental variables in junior high schools. Furthermore, it explores the prediction among teachers’perception of transformational leadership and organizational learning with junior high schools. Finally, According to the results of the collected data, the researcher generalized the conclusions and provided suggestions for junior high schools. This study is based on documentary analysis and questionnaires. The “Investigative Questionaire of the organizational learning situations of junior high schools” is the main tool in use. The samples were 1,060 teachers selected from 41 junior high schools in Taiwan, and 860 of the distributed copies were returned as valid. The return rate was 81.13%. A series of statistical methods such as descriptive statistics, T-test, one-way ANOVA, and stepwise multiple regression analysis were employed in this study. The main results of this study are as the following: 1. Among the perceptional levels of the principals’ transformatIional leadership, the highest one is the “ encouraging motivation” ,whereas the lowest falls on “intellectual inspiration”. 2. In terms of organizational learning, teachers’ perception of” supporting professional development”scores the highest,whereas ” auditing expertise and supporting networking” scores the lowest. 3. The male teachers have stronger awareness on principals’ transformational leadership and organizational learning in junior high schools. 4. Teachers in the female principals’ school have stronger awareness on principals’ transformational leadership and organizational learning. 5. There’s no significant difference in teachers’ awareness of principals’ transformational leadership and organizational learning with respect to different educational backgrounds. 6. Teachers who are older than 41 years old have stronger awareness of principals’ transformational leadership and organizational learning in junior high schools. 7. Administrative teachers tend to have higher levels of awareness towards principals’ transformational leadership and organizational learning at schools. 8. Teachers with more-than-16-year teaching experience have higher levels of awareness towards principals’ transformational leadership in the schools. 9. Teachers with less than 5 years of teaching experience have higher levels of awareness towards organizational learning in the schools. 10. As to principals’ transformational leadership and organizational learning, teachers in the schools which are located in countryside have higher levels of wareness than those in town and city schools. 11. The transformational leadership can make good prediction of organizational learning. The results gained from this study can be the useful information for school principals.

本研究主要探討國民小學校長領導風格、教師工作價值觀與教師組織成諾之關係。內容可分為三部份，首先探討國小校長領導風格、教師工作價值觀與教師組織承諾之內涵與現況；其次探究國小校長領導風格、教師工作價值觀與教師組織承諾之相關；再者希望瞭解教師背景變項在校長領導風格、教師工作價值觀與教師組織承諾上之差異情形。 本研究以台北市公立國民小學教師為對象，以「國民小學校長領導風格與教師工作狀況調查問卷」為工具進行研究，內涵「校長轉型領導量表」、「校長交易領導量表」、「教師工作價值觀量表」及「教師組織承諾量表」，各項工具以五等第量表呈現。預試有效樣本 199 位教師，以因素分析、積差相關分析、項目分析及信度分析方法檢驗預試問卷效度與信度；正式施測有效樣本 642 位教師，其中男性 178 人，女性 464 人，分別以描述統計、 t 考驗、變異數分析、積差相關等統計方法分析資料。 本研究主要結果如下： 一、「校長轉型領導」內涵包括型塑遠景、魅力影響、激發鼓舞、智識啟發及個別關懷，平均得分介於 3.61~3.78 之間，為中上程度；「校長交易領導」內涵包括主動例外管理、被動例外管理、承諾後效酬賞及實質後效酬賞，平均得分介於 2.67~3.73 之間，為中等程度。在國小教師工作價值觀方面，其內涵包括成長發展、成就聲望、創新變化、工作環境及安全福利，平均得分介於 2.69~3.84 之間，屬中等程度。在國小教師組織承諾方面，其內涵包括組織認同、努力意願及留職傾向，平均得分介於 3.76~4.18 之間，屬中上程度。 二、校長轉型領導行為與教師組織承諾呈相關；校長交易領導行為除「被動例外管理」與教師組織承諾為負相關外，其他向度與教師組織承諾亦呈正相關；此外，校長可同時兼具轉型領導與交易領導行為。 三、國小教師工作價值觀與教師組織承諾呈正相關，顯示工作價值觀高之教師，其教師組織承諾亦較高；惟「安全福利」與留職傾向無顯著相關。 四、低中高三組不同程度國小校長領導風格、教師工作價值觀在整體教師組織承諾及其各向度上答顯著差異，高轉型領導校長、高交易領導校長、高工作價值觀之教師，其教師組織承諾較高。 五、教師人口背景變項中，轉型領導部份：性別、年齡、婚姻狀況、任教年資、學校規模在知覺校長轉型領導上具有顯著差異，但學歷背景、現任職務則無顯著差異；交易領導部份：學歷背景、任教年資、學校規模在知覺校長交易領導上具有顯著差異，但性別、年齡、婚姻狀況、現任職務則無顯著差異。 六、教師人口背景變項中，性別、年齡、婚姻狀況、任教年資、現任職務在教師工作價值觀上具有顯著差異，但學歷背景、學校規模則無顯著差異。 七、教師人口背景變項中，年齡、婚姻狀況、學歷背景、任教年資、現任職務在教師組織承諾上具有顯著差異，但性別、學校規模則無顯著差異。 最後，根據文獻探討及實證研究結果提出具體建議。在教育行政單位方面：強化校長轉型領導知能、規劃實施教師生涯進階制度，以提昇教師組織承諾；在國小校長方面：兼重轉型與交易之全方位領導、加強年輕資淺教師組織承諾、鼓勵教師在職進修，增進教師對學校認同與努力意願、充分授權，拓展教師參與決策機會與行政經驗；在國小教師方面：主動參與校務活動及行政工作、培養積極工作價值觀與態度；在未來研究方面，包含對研究問題、研究對象、研究方法之建議，以提供未來研究者之參考。 / This study focused on the following topics. First, it explored the reality for elementary school principal's leadership style, which included transformational leadership and transactional leadership,teacher's work value and organizational commitment. Second, it investigated the relationship among theprincipal's leadership style, teacher's work value and organizational commitment. Finally, it tried to understand the differences between teacher's demographic variables on the teacher's perception of the principal's leadership style, teacher's work value and organizational commitment. This study employed the survey method. The subjects were 642 teachers randomly sampled from 54 public elementary schools in Taipei. The instruments included " The principal's transformational leadership inventory ", " The principal's transactional leadership inventory "," The teacher's work value inventory ", and " The teacher's organizational commitment ". Data were analyzed using the method of descriptive andinferential statistics, including frequencies, t-test, correlation analysis, and ANOVA. The major findings are: 1. The scores were above average on the principal's transformational leadership and the teacher's organi-zational commitment; the scores were average on the principal's transactional leadership and the teacher's work value. 2. Significant positive correlation existed between the principal's transformational leadership and the teacher's organizational commitment. The principal's transactional leadership also have positive correlation with teacher's organizational commitment except "passive management-by-exception". Besides, the result showed that a transformational principal can also be a transactional leader .3. Significant positive correlation existed between the teacher's work value and organizational commitment. However, there are no correlation between " safty and welfare" and "intention to stay".4. Significant differences existed among low, middle, and high principal's transformational leadership, transactional leadership, and teacher's work value on teacher's organizational commitment .5. Significant differences existed in the teacher's gender, age, marriage, seniority, school size on the teacher's perception of principal's transformational leadership .6. Significant differences existed in the teacher's academic degree, seniority, school size on the teacher's perception of principal's transactional leadership .7. Significant differences existed in the teacher's gender, age, marriage, seniority, position on the teacher's work value .8. Significant differences existed in the teacher's age, marriage, academic degree, seniority, position on the teacher's organizational commitment. According to the results of this study, the researcher tried to make some suggestions for educationalauthorities, elementary school principals, elementary school teachers and the future study.

本研究旨在探析臺北市國民中學校長轉型領導與教師組織公民行為之關係。本研究主要研究目的有：（一）臺北市國中校長之轉型領導作為及教師表現組織公民行為的現況調查；（二）臺北市國中教師背景變項與校長轉型領導關係之探析；（三）臺北市國中教師背景變項與其組織公民行為關係之探究；（四）臺北市國中校長轉型領導及教師表現組織公民行為之間的關係探討；（五）依據研究結果提出建議，俾使臺北市教育主管機關與國中校長在行使學校領導作為時之參考。 本研究以文獻分析法及問卷調查法進行之，係以臺北市市立國民中學教師為取樣對象，共計抽取270人，回收265份，回收率98.1%。本研究之研究工具為「學校組織行為問卷」，包含「國中校長領導」及「教師組織公民行為」二部份。統計方法係採用信度分析、因素分析、描述統計、t 檢定、單因子變異數分析及典型相關分析等。 研究結果歸納為下列四點： 一、臺北市國民中學校長轉長轉型領導現況尚稱良好，國中教師之組織公民行為良好。 二、臺北市國民中學校長轉長轉型領導會因教師背景變項及學校規模之不同而有差異。在個人魅力與心靈鼓舞構面上，服務年資6-10年之教師覺知程度比服務年資5年以下之教師較為深刻。其次，在才智激發構面上，兼任行政職務教師比導師及專任教師的覺知程度較明顯，再者，學校規模在13-24班及25-59班之教師，在個人魅力與心靈鼓舞與個別化的關懷構面上之覺知程度比60班以上之教師較為深刻。其次，學校規模在13-24班之教師在才智激發構面上之覺知程度比60班以上之教師較為深刻。 三、臺北市國民中學教師之組織公民行為會因教師背景變項之不同而有差異。服務年資6年以上之教師，在組織公民表現構面上之覺知程度比服務年資5年以下之教師較為明顯。其次，兼任行政職務的教師在組織公民表現及人際之公民表現構面上比導師與專任教師的知覺情形較佳。 四、臺北市國民中學校長轉長轉型領導與教師組織公民行為有密切的正向關係存在，即校長轉長轉型領導愈好，教師組織公民行為表現也愈佳。 最後根據研究結果，提出具體建議，以做為教育行政機關與國民中學校長之行政領導作為及未來研究的參考。 / The major purpose of this study is to examine the relationship between principals’ transformational leadership and teachers’ organizational citizenship behaviors in junior high schools in Taipei. It was first mapped out with a survey of the current situations of principals’ transformational leadership and teachers’ organizational citizenship behaviors and further explored the interrelations among the three key factors: principals’ transformational leadership, teachers’ backgrounds, and teachers’ organizational citizenship behaviors. It is aimed to provide the educational authorities and principals with the insights to order leadership styles. Literature review and a questionnaire were conducted in this study. A total of 265 junior high school teachers in Taipei were invited to participate in the research. The self-report questionnaire was comprised of two main parts: principals’ transformational leadership and teachers’ organizational citizenship behaviors. The collected data were analyzed through reliability analysis, factor analysis, descriptive statistics, t-test, one-way ANOVA and canonical correlation. The findings of this study revealed: (1) In general, the current situations of both principals’ transformational leadership and teachers’ organizational citizenship behaviors were satisfactory. (2) Principals’ transformational leadership varied with teachers’ backgrounds and school size. In brief, in the aspects of charismatic-inspirational, those who have been at the teaching career for 6-10 years experienced more than those whose careers are less than 5 years. As for the aspect of intellectual stimulation , the teachers in charge of administrative work performed better than homeroom teachers or others. In addition, teachers at a school size of 13-24 or 25-59 classes perceived greater importance of charismatic-inspirational than those in larger schools (more than 60 classes) while teachers at a school size of 13-24 classes acted better than those in larger schools. (3) In Taipei, teachers’ organizational citizenship behaviors varied with their different backgrounds. For instance, those who have been teaching for 6 years performed better than those who are less experienced (less than 5 years) concerning their organizational citizenship behaviors. What’s more, comparing to homeroom or subject teachers, those in charge of administrative work did better regarding organizational citizenship behaviors and interpersonal relations (4) Principals’ transformational leadership was positively correlated to teachers’ organizational citizenship behaviors in junior high schools in Taipei. Namely, the better principals’ transformational leadership was, the better teachers’ organizational citizenship behaviors would be. Further implications from the perspective of principals’ transformational leadership and teachers’ organizational citizenship behaviors were put forward with the ultimate aim of providing the educational authorities with suggestions for future research.

本研究旨在探討國民中學校長轉型領導行為對於教職人員之心理契約實踐之關係。研究目的有： 一、瞭解遴選制度實施後，國民中學校長轉型領導之現況。 二、探討學校不同的個人背景變項教職人員及學校背景變項對校長領導行為覺知的差異情形。 三、探討學校教職人員之心理契約實踐現況。 四、探究教職人員背景對心理契約實踐覺知的差異。 五、探討校長轉型領導行為對於學校教職人員心理契約實踐之關係。 研究採用問卷調查法為主，以臺北市59所公立國民中學的教職人員為對象，共抽取26所學校，512教職人員為受試者進行調查，並以改編之「國民中學教職人員之心理契約量表」與「國民中學校長轉型領導量表」進行施測，共回收448份，有效問卷為386份，問卷回收率為87.5％，可用率為86.2％。資料以SPSS/PC12.0統計套裝軟體進行描述性統計、t考驗、單因子變異數（ANOVA）、Pearson，s積差相關、多元逐步迴歸分析與討論，所得主要結論如下： 一、臺北市國民中學校長轉型領導行為屬於「高」強度，在國民中學校長轉型領導行為「建立願景」、「個人魅力」、「鼓舞激勵」、「激發潛能」、「個別關懷」各個層面都屬高強度的情形。 二、就兼任職務而言，兼任行政職務的教師比沒有兼任行政職務的教師所知覺到校長表現較多的轉型領導；擔任主任職務的教師比擔任導師及專任教師，認為校長轉型領導實踐程度較高。 三、服務年資深者對於「鼓舞激勵」、「激發潛能」、「個別關懷」等層面高於服務年資較淺的教職人員，且在整體知覺校長轉型領導之實踐，亦顯現相同情形。 四、不同職務的教職人員在知覺整體心理契約實踐之差異情形，達顯著水準；擔任主任職務的教師比擔任導師及專任教師，認為學校在整體心理契約實踐程度較高。 五、服務於不同學校規模的教職人員，在整體知覺心理契約實踐之差異達顯著水準，服務於規模小的學校教職人員，在知覺心理契約實踐程度方面，高於服務於規模較大的學校教職人員。 六、校長轉型領導各層面「建立願景」、「個人魅力」、「鼓舞激勵」、「激發潛能」、「個別關懷」皆與學校教職人員的心理契約，有顯著的相關。 七、整體校長轉型領導行為與心理契約各構面相關係數最高者為「體恤教職部屬」，而相關程度最低者為「建立人情關懷」。 八、校長轉型領導各層面「建立願景」、「個人魅力」、「鼓舞激勵」、「激發潛能」、「個別關懷」具有預測教職人員知覺心理契約實踐之功能。 / The purpose of this study is to make a thorough inquiry into the relationship between the transformational leadership and the psychological contract of teaching staff in junior high schools. The purposes of the study are as follows: 1. To understand the current situation of the transformational leadership in junior high schools after the selecting system has been implemented. 2. To explore the effect of the various personal background variable and the teaching staff’s school background variable on principal’s leading behavioral differences. 3. To research into the current situation of the psychological contract of teaching staff in junior high schools. 4. To study the influence that the teaching staff’s background has on the perceptive difference of the psychological contract. 5. To make a thorough inquiry into the relationship between the transformational leadership and the psychological contract of teaching staff in junior high schools. This study uses survey method. The survey instrument is revised from 「The psychological contract of teaching staff in junior high schools scales」and 「The transformational leadership in junior high schools scales」. The survey samples are 512 teaching staffs from 26 junior high schools in Taipei city. There are 448 returns, and there are 386 valid responses which are analyzed by statistics, t-test, one-way ANOVA, Pearson r, and multiple regression using SPSS/PC12.0 program. The conclusions obtained from this study are summarized as follows: 1. The principals’ behavior in junior high schools of Taipei city belongs to high intensity. This situation displays in the perspectives of 「prospect formation」,「idealized influence」,「inspirational motivation」,「intellectual stimulation」, and 「individualized consideration」. 2. The administrators can perceive much transformational leadership than the teachers. And the directors consider that the principal has higher extent of the transformational leadership than the teachers. 3. The seniority staffs sense higher extent in the aspect of 「inspirational motivation」, 「intellectual stimulation」, and 「individualized consideration」 than the junior staffs, which also happens in the aspect of perception of transformational leadership. 4. There are obviously differences between the administrators and teachers in perception the implement of psychological contract. The directors consider higher implement of psychological contract than the teachers. 5. There are obviously differences between the staffs in different school scale. The staffs in the small school consider higher implement of psychological contract than the staffs in the big school. 6. There is obviously correlation between transformational leadership and psychological contract of teaching staffs. 7. The highest correlation coefficient between transformational leadership and psychological contract of teaching staffs is 「showing consideration for staffs」. The lowest correlation coefficient is 「building up consideration」 8. The various perspectives of the transformational leadership have the function of predicting the psychological contract of teaching staffs. ( Keywords: transformational leadership, psychological contract .)

本研究旨在瞭解目前雲林縣國民小學校長轉型領導與組織氣候關係之現況。為達研究目的，首先蒐集相關文獻加以探討分析，了解校長轉型領導與組織氣候之內涵，以建立本研究之理論基礎架構，並作為本研究研究問卷編製之依據。在實證研究上採調查研究法，以雲林縣國民小學教師為樣本對象，並以「分層隨機抽樣」方式進行資料蒐集，共計發出536份問卷調查，有效問卷474份，其可用回收率達94.99％。回收的問卷分別以描述性統計、t考驗、單因子變異數分析、皮爾森積差相關以及逐步多元回歸進行統計分析。 綜合文獻探討及問卷調查結果，本研究獲致研究結論如下： 一、雲林縣國民小學教師知覺校長轉型領導為高程度，以「建立願景」及「尊重信任」層面之知覺程度為最高，而「智識啟發」層面之知覺程度最低。 二、雲林縣國民小教師對於組織氣候知覺屬於中高程度，其中以「和睦支持」層面得分較佳，「疏離隔閡」層面表現為最低。 三、雲林縣國民小學教師，因其學校規模之不同，而有不同的校長轉型領導知覺感受，以學校規模在12班（含）以下之教師知覺程度較高。 四、雲林縣國民小學教師，因其學校規模之不同，而有不同的組織氣候知覺感受，以學校規模在12班（含）以下之教師知覺程度較正面。 五、雲林縣國民小學校長轉型領導與組織氣候的知覺及各分層面，彼此之間具有正相關的關係。 六、雲林縣國民小學校長轉型領導對組織氣候具有預測作用。 並根據以上研究結果，提出具體建議，提供教育行政機關、學校以及未來相關研究之參考。

本研究的目的主要在探討（一）國民中學校長轉型領導、交易領導之現況。（二）國民中學兼行政教師職業倦怠之現況。（三）國民中學校長轉型領導、交易領導對兼行政教師職業倦怠是否有影響力。（四）不同背景變項的國中兼行政教師所知覺校長轉型領導、交易領導之差異。（五）不同背景變項的國中兼行政教師職業倦怠之差異。（六）國民中學校長轉型領導、交易領導與兼行政教師背景變項對兼行政教師職業倦怠是否具有預測功能。 研究採用問卷調查法，以桃園縣52所國民中學全體兼行政教師為母群體，選取39校542位兼行政教師為受試者，並以改編之「國民中學校長轉型領導與交易領導問卷」與「國民中學兼行政教師工作感受問卷」施測，計回收有效問卷460份。所得資料以SPSS/PC10.0統計套裝軟體進行統計分析，並透過描述統計、單因子變異數分析、Pearson積差相關分析、多元逐步迴歸等統計方法加以分析與解釋，所獲得主要結論如下： 一、國民中學校長整體轉型領導、交易領導及各分層面（「被動的例外管理」除外）領導行為屬中上程度，且校長轉型領導行為略高於交易領導行為。 二、國民中學兼行政教師因婚姻、職位、學校規模等背景變項之不同在知覺校長轉型領導上有顯著差異；因職位之不同在知覺校長交易領導上有顯著差異。 三、國民中學兼行政教師職業倦怠感屬中下程度，其中在「工作投入」上最高，其次依序為「工作情緒」、「工作價值」、「工作表現」。 四、國民中學兼行政教師因婚姻、行政年資、職位等背景變項不同在職業倦怠上有顯著差異。 五、國民中學校長整體轉型領導、交易領導及各分層面（「被動的例外管理」除外）領導行為，與兼行政教師職業倦怠有負相關存在。 六、在國民中學兼行政教師職業倦怠的預測上，以「建立願景」最具預測力，其次依序為「婚姻」、「被動的例外管理」、「職位」、「魅力影響」。 　　根據研究結果對教育行政機關及校長提出建議如下： 一、教育行政機關應建立健全之校長培訓暨進修制度。 二、教育行政機關應硏擬增加兼行政教師之待遇與福利制度。 三、校長應吸取領導新知、提昇自我專業領導知能。 四、校長應多運用轉型領導、妥慎運用交易領導行為。 五、校長應多鼓勵女性教師及資深教師兼任學校行政職務。 六、校長應鼓勵並協助未婚教師拓展社交層面，尋求社會支持系統，以降低職業倦怠。 七、校長應帶領學校成員建立各項完善之校務制度，並對兼行政教師充分的授權及適時關懷協助，以降低職業倦怠。 關鍵字：轉型領導、交易領導、職業倦怠 / The research on the relation between the leaderships of junior high school principals in transactional leadership and transformational leadership and the burnout of concurrently administrative teachers －a sample study of Taoyuan County Abstract This research mainly focuses on the discussing of (1) the current status of junior high school principals’ leaderships in transaction and transformation; (2) the currentstatus of burnout of junior high school concurrently administrative teachers ; (3) whether it or not the transactional leadership and transformational leadership of the principals have the influence on the burnout of junior high school concurrently administrative teachers; (4) the teachers with different background variables perceive the differences on the principals’ transactional leadership and transformational leadership; (5) the differences on the different background variables to the burnout of junior high school concurrently administrative teachers ; (6) whether it or not there is prediction of the leaderships of principals to the background variables of the concurrently administrative teachers’ burnout. The research conducts the survey study with concurrently administrative teachers from 52 junior high schools in Taoyuan County as the main study group -- randomly selecting 39 schools 542 concurrently administrative teachers to receive the surveys. They were given the revised versions of “the questionnaire of juniorhigh school principals’ transactional leadership and transformational leadership” and“the feedback questionnaire of junior high school concurrently administrativeteachers’ work”. 460 valuable questionnaires were received back and detaileddiscussed. The obtained data carries on the statistical analysis by the SPSS/PC10.0 statistics software package, descriptive statistics, one-way ANOVA analysis of variance , and Pearson product-moment correlation analysis and multiple stepwise regression and explains in advanced. The obtained conclusion as follows:The whole leadership with transactional leadership, transformational leadership and to each level of leadership behavior (excluding the passive management by exception) conducting by junior high school principals meets the middle upper level. Also it is to say that the principals with transactional leadership are slightly higher than those with transformational leadership. 1. Because of the background variables in the marriage status, position, and the size of school, junior high school concurrently administrative teachers have different perceptions in the transformational leadership of the principals. Because of the different positions, the teachers have different perceptions in the transactional leadership of the principals. 2. The burnout of the teachers meets the middle lower level. Among all, work investment is the highest and following by work emotion, work value, and work performance. 3. The different background variables in the marriage status, the number of year experience, and the position have obvious differences in the degree of burnout. 4. There is negative correlation between the whole leadership with transactional leadership, transformational leadership and to each level of leadership behavior (excluding the passive management by exception ) and the burnout of concurrently administrative teachers . 5. For predicting the burnout of concurrently administrative teachers, establishing the vision of schools is the most predictable, following by marriage, passive management by exception, position, and charm influence. According to the research result, it suggests to the government institution of education and school principals as follows: 1. The government institution of education should establish a complete system for school principals to train up and take advanced courses. 2. The government institution of education should plan on the policies of compensation and welfare of concurrently administrative teachers. 3. School principals should absorb new knowledge of leadership and promote self-knowledge in professional leadership. 4. School principals should utilize the transformational leadership and properly utilize the transactional leadership. 5. School principals should encourage female and senior teachers to take a part of administration. 6. School principals should encourage and assist unmarried teachers to develop social relations and seek a social support group to reduce the burnout. 7. School principals should lead all school members to establish complete policies, empower concurrently administrative teachers and show care to them to reduce the burnout. Key words：transformational leadership、transactional leadership、burnout