本研究主要是探討國民中學校長轉型領導、交易領導與教師工作投入之間的關係。採問卷調查方式，以台北市、台北縣及桃園縣三縣市之公立國民中學之教師為調查對象，隨機各抽取若干所學校為樣本；再以簡單隨機抽樣的方式每校抽取10位教師，共抽取1070位教師為樣本。本研究問卷回收640份，剔除收回樣本資料填答不全者，合計有效樣本為593份，回收率為59.81﹪，可用率為55.42﹪。 一、 本研究結果有以下之結論： （一）國民中學校長經常交互運用轉型和交易領導行為，且運用轉型領導行為多於交易領導行為。 （二）在不同年齡、男性教師、兼任行政職務的背景變項方面，國民中學教師所知覺校長轉型領導、交易領導行為有顯著差異。 （三）國民中學教師工作投入情況良好。以「工作專注」向度得分最高，「工作準備」向度次之，最後為「工作樂趣」向度。 （四）在不同年齡、已婚國中教師、兼任行政職務教師、學歷、年資等背景變項方面，國民中學教師工作投入有顯著差異。 （五）國民中學校長轉型領導行為級交易領導行為與教師工作投 入均呈現正相關。 （六）在國中教師整體工作投入之預測上，轉型領導之「啟發智 能」及個人背景變項之「年齡」、「性別」、「專任教師職務」等四個變項達到顯著水準。其聯合預測力或解釋國中教師整體工作投入的總變異量為24.0﹪，其中以「啟發智能」之預測力最佳。 二、 本研究建議如下： （一）對教育行政機關的建議： 1.定期舉辦校長領導專業知能研習課程，增進國民中學校長對領導理論的瞭解及領導技巧的運用。 2.建立健全之國民中小學校長培訓制度，以培植優秀領導人才 3.制定完善的國民中學行政人員任用制度，以激勵教師工作投入 （二）對國民中學校長的建議 1.國中校長應綜合運用轉型領導與交易領導，以提高教師之工作投入。 2.鼓勵教師擔任行政職務、教學領導者，以促進教師工作參與感。 3.宜協助與關照資淺、年輕及未婚教師，以促進其工作投入 （三）對未來研究的建議 1.在研究對象方面，本研究有關校長轉型領導、交易領導係由教師的觀點來知覺校長領導行為，因此研究對象僅限於教師，未來的研究若能加入校長自評，使兩者可以相互參照驗證，將使研究內容更為豐富。 2.研究變項方面，建議後續研究者，就就工作投入而言，可就工作價值觀、工作意義、工作滿足、組織承諾等方面來探討。進一步求得較完整地全面性的瞭解。 3.研究工具方面，未來研究者可參考國內外量表自行修訂完善之研究工具，可考慮設計開放性題目，以更深入了解研究對象，讓研究結果更有價值。 4.增加研究方法，本研究因限於人力、時間的限制，故僅採問卷調查法，僅就數據分析結果，初步證實校長領導和教師工作投入之間相關具預測力，但未包含與人接觸的質化研究方法，建議後續研究者，利用深度訪談、參與觀察、個案研究、行動研究等方式，深入瞭解影響教師工作投入關鍵所在，找出更多、更有利的影響因素。 / This research mainly discusses the relation between the transformational leadership and transactional leadership of junior high school principals and the job involvement of junior high school teachers. Survey study is adapted and randomly selects numbers of samples in a pool of public junior high schools in Taipei city, Taipei county, and Tao Yuan county. Randomly simple selected selection in advance, 10 teachers in each sample school; totally 1070 teachers received questionnaires. 640 survey questionnaires were returned back and to be evaluated – rejecting those incomplete filling up and ending up with 593 valuable ones. Returning ratio was 59.81%; valuable ratio was 55.42%. First, the result of the research comes to the following onclusions: 1.Junior high school principals often mutually utilize transformational and transactional leadership behaviors and utilize transformational leadership more often than transactional leadership. 2.From the background variable aspect, including the disparity in age, male teachers and concurrently taking a part in administration, there is an obvious difference in the perception of the teachers to the transformational and transactional leadership of their principals. 3.The job involvements of junior high school teachers are good. The phase of job dedication values the highest; the phase of job preparation values the next; the phase of job pleasure values the last. 4.From the background variable aspect, including the disparity in age, married teachers, concurrently taking a part in administration, educational background, and the years of teaching service, there is an obvious difference in the job involvement of junior high school teachers. 5.The transformational leadership behaviors of junior high school principals have positive correlation with the job involvement of the teachers and so do the transactional leadership behaviors. 6.In the prediction of the junior high school teachers’ whole job involvement, four variables, which are the inspiring intelligence of transformational leadership and age, sex, and exclusive teachers of personal background variables, reach the certain standard. To synthesize prediction or explain the whole job involvement of junior high school teachers, its total variation is 24.0% and especially, the prediction of inspiring intelligence is the best. Second, this research suggests the followings: (A) The suggestions to the educational governmental institutions: 1. To enhance the understanding of leadership theory and the utilization of leadership skills, the seminars specializing in the knowledge of leaderships to principals are held constantly. 2. To train excellent leaders, it is suggested to establish a complete training system to junior high school principals and elementary school principals. 3. To motivate the job involvement of teachers, it is suggested to set an engaging system for junior high school administrative personnel. (B) The suggestions to junior high school principals: 1. To raise the job involvement of teachers, junior high school principals should mutually utilize transformational leadership and transactional leadership. 2. To press forward the job participation of teachers, the principals should encourage teachers to take a part in administration or to be teaching leaders. 3. Principals can help and look after those teachers who have fewer years in teaching service and are young, unmarried to promote their job involvement. (C) The suggestions to further researches: 1. In the objects of the study, this research is limited to the teachers only. For the further study, it is good if the principals’ self-evaluations are considered to get reference in mutual verification. This will enrich the research content. 2. In the phase of the research variables, it is suggested to the following-up researchers; in speaking to the job involvement, they can take job values, job significance, and job satisfaction into discussions to get more entire, complete understanding. 3. In the phase of the research tool, it can be considered to design opening questions so that deeply understanding to the research objects is revealed which the result of the research more valuable. 4. It is suggested to the following-up researchers to enhance the research methods, such as, depth interview, participation and observation, case study, action study. For which, the pivotal point of effecting teachers’ job involvement can be deeply understood to discover more and advantageous influencing factors.

本研究旨在探討臺北市國中校長轉型領導行為、教師幸福感受與學校創新經營之關係。研究目的有： 一、瞭解當前國中校長轉型領導、教師幸福感與學校創新經營之現況。 二、探討國中校長轉型領導與學校創新經營之關係。 三、探討教師幸福感與學校創新經營之關係。 四、探討國中校長轉型領導與教師幸福感對於學校創新經營之間是 否有顯著影響力。 五、根據轉型領導、教師幸福感與學校創新經營的相關文獻與實證研究，提出可供相關教育行政機關、校長、學校與未來研究參考之建議。 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30所學校，540位教職人員為受試者進行調查，並以改編之「校長轉型領導量表」、「國民中學教師幸福感量表」與「學校創新經營量表」進行施測，共回收496份，有效問卷為485份，問卷回收率為92 ％，可用率為98 ％。資料以SPSS/PC 17.0統計套裝軟體進行描述性統計、t 考驗、單因子變異數、積差相關、多元逐步迴歸分析與討論，所得主要結論如下： 一、國中校長轉型領導層面以「激勵共成願景」最高，其次為「願景與承諾」與「尊重信任」、而「個別關懷」相對較低。 二、國中教師幸福感的表現以「樂觀表現」、「生活滿意」為最高，「工作成就」、「身心健康」相對較低。 三、學校創新經營方面，以「資訊科技」、「行政管理」與「課程與教學」創新經營較高，「知識分享」與「外部關係」創新經營相對較低。 四、兼任主任的教師知覺校長的轉型領導行為較高。 五、學校規模較小的教師知覺校長轉型領導和學校創新經營的程度 較高。 六、國中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「個別關懷」、「願景與承諾」、「親近融合」對於整體學校創新經營最具預測效果。 七、在教師幸福感方面，以「工作成就」與「身心健康」最有助於學校創新經營。 最後，根據研究結果與結論，提出具體建議，以供教育行政機關、校長、學校、教師與未來研究之參考。

摘 要 本研究主要在探討高中職校長轉型領導、學校知識管理與學校效能的關係。為達成研究目的，首先進行轉型領導(transformational leadership)、知識管理(knowledge management)及學校效能(school effectiveness)的相關文獻分析，並發展調查問卷初稿，經過預試後之項目分析及因素分析等過程，據以建構「高中職學校狀況調查問卷」研究工具。隨後依學校所在地區分為北區、中區、南區及學校類別屬於高中或高職，採分層叢集隨機取樣之方式，抽取台灣地區之高中職學校教師1300人進行問卷調查，問卷回收率為91.62%，剔除無效樣本31人，有效樣本人數為1160人。研究資料，使用SPSS for Windows 11.5版進行統計分析；依研究目的，除了做描述性統計之外，並依調查樣本背景之不同，進行單因子變異數分析（one-way ANOVA），考驗不同背景變項之差異情形，並以Scheffé法進行事後比較；另以典型相關（canonical correlation）、皮爾遜積差相關（Pearson product-moment correlation）及逐步多元迴歸分析（stepwise multiple regression analysis）等統計方法，了解校長轉型領導、學校知識管理與學校效能各層面間的相關及預測情形；最後並以訪談做深入之探討。綜合文獻分析、問卷調查之統計考驗及訪談資料分析，本研究獲得以下結論： 一、目前高中職校長之轉型領導最常使用「建立願景」，較少使用「個別關懷」；知識管理較為注重「顯性知識」及「知識中心」層面；學校效能則關注於「行政領導」及「學生表現」層面。 二、教師服務學校校長為男性者，其在轉型領導各層面及整體層面的知覺，顯著高於服務學校校長為女性者。 三、高中職校長轉型領導、學校知識管理及學校效能的知覺，隨背景因素不同而有顯著差異：高中職之男性教師高於女性教師；年長資深教師顯著高於年輕資淺教師；兼任行政職務之教師顯著高於未兼行政職務之教師；私立高中職學校教師顯著高於公立高中職學校教師；中南部高中職教師顯著高於北部高中職教師。 四、高中職校長轉型領導與高中職學校知識管理有顯著相關。 五、高中職「校長轉型領導」、「學校知識管理」各層面與「學校效能」有高度相關。 六、高中職「校長轉型領導」各層面變項，對「學校效能」的解釋變異量約為61.9%，以「啟發才智」最具有預測力。 七、高中職「學校知識管理」各層面變項，對「學校效能」的解釋變異量達59.2%，以「人員系統」及「隱性知識」最具有預測力。 依據研究所得結論，本研究最後並分別對教育行政機關、高中職校長、學校及後續研究提出建議，提供校長轉型領導、學校知識管理及提升學校效能之參考。 / Abstract This study aimed to explore the correlations among three factors, i.e. school effectiveness, knowledge management and transformational leadership of senior/vocational high school principals. In order to achieve the objective of this study, the methods of literature review about the correlated themes were first adopted, and then this study proceeded to do the first draft questionnaire survey. After the processes of item and factor analysis from the prior test, the research instrument–“The questionnaire of senior/vocational high schools” was formed according to the above analysis. Afterward, all schools here were divided into north district, middle district, south district, senior high and vocational high based on their location and category to do cluster sampling. The survey subjects included teachers from senior high and vocational high schools in Taiwan, namely, 1300 teachers were sampled through the way of random. The rate of retrieve was 91.62% and the valid samples were 1160 copies, exclusive of the ineffective samples. The research data acquired was analyzed by SPSS for Windows 11.5 version based on the research purpose. The statistic procedures included the means, standard deviation and one-way ANOVA, examining variances in different variables. Scheffé method was used for post-comparison to examine the interrelations among each subject groups. Besides, canonical correlation, Pearson & stepwise multiple regression analysis were applied in the research to comprehend interrelations as well as predictions among the three aspects of transformational leadership from principals, knowledge management in schooling and school effectiveness. Further exploration on the issue was made through the interviews. According to the integrated analysis, which was from the adoption of research methodologies of literature review, questionnaire survey and interview. And the conclusions were as follows: 1. For the topic of “Transformational leadership of a principal from senior /vocational high schools”—The way of “establishing perspective” was used instead of “individuals concerns” commonly; And “dominate knowledge” as well as “knowledge center” were emphasized on the issue of knowledge management. With regard of the theme of school effectiveness, the “administration leadership” and “students’ behavior” were paid much close attention to. 2. Male principals performed much higher effectiveness than female principals on the transformational leadership in consciousness. 3. The consciousness from transformational leadership, knowledge management and school effectiveness differed greatly from backgrounds. Male teachers were higher than female teachers. Experienced teachers were more superior to new teachers. Teachers served in administration position were more excellent than common teachers. Teachers from private schools were finer than those from public schools. Teachers from middle or south Taiwan were greater than those from north Taiwan. 4. There were remarkable interrelations between “ transformational leadership” and “ knowledge management”. 5. The strong interrelation among the “transformation leadership”, “knowledge management” and “school effectiveness” occurred obviously. 6. The cumulative variance of transformational leadership to the school effectiveness was about 61.9%. And the “inspired intelligence” possessed strongly predictable effects. 7. The cumulative variance of knowledge management to “school effectiveness” was about 59.2%. And “ the staffing systems” and “ recessive knowledge” held the strongly predictable effects. According to the conclusions of this study, the further suggestions were provided to the department of educational administration, principals from senior/vocational high schools and schools for reference and the views of promoting research about “transformational leadership”, “knowledge management” and “school effectiveness” were raised also.

本研究的目的瞭解國小校長轉型領導、學校組織學習及學校組織創新的關係，主要包括1.瞭解當前國小校長轉型領導、學校組織學習及學校組織創新的現況。2.分析不同校長背景、教師背景、學校背景下，國小校長轉型領導、學校組織學習及學校組織創新的差異情形。3.探討國小校長轉型領導、學校組織學習與學校組織創新之間的關係。4.檢定國小校長轉型領導、學校組織學習與學校組織創新因果關係模式之適配性。 本研究係以採用文獻分析及問卷調查法為主，利用「國民小學學校狀況調查問卷」為工具，針對台灣地區國民小學教師進行調查，總計施測1375人。使用之統計方法包括描述性統計、t 檢定及單因子變異數分析、結構方程模式進行分析。 本研究的主要結果如下： 一、國小校長在轉型領導各層面，以「激勵鼓舞」最高，而「智識啟發」最低。 二、國小在學校組織學習各層面，以「科技運用」最高，而「資訊共享」最低。 三、國小在學校組織創新各層面，以「組織氣氛」最高，而「行政管理」最低。 四、不同性別、年齡之國小校長，其轉型領導、學校組織學習、學校組織 創新無差異。 五、具「研究所」以上學歷之國小校長，其轉型領導、學校組織創新較 好，學校組織學習無差異。 六、年資五年以上，未滿十五年的國小校長，其轉型領導、學校組織學習、 學校組織創新較好。 七、不同性別之國小教師，所知覺的校長轉型領導、學校組織學習、學校 組織創新無差異。 八、50歲以上之國小教師，所知覺校長轉型領導、學校組織學習、學校組 織創新較高。 九、擔任主任或組長之國小教師，所知覺校長轉型領導、學校組織學習、學校組織創新較高。 十、不同學歷之國小教師，所知覺的校長轉型領導、學校組織學習、學校 組織創新無差異。 十一、年資25年以上之國小教師，所知覺校長轉型領導、學校組織學習、 學校組織創新較高。 十二、不同歷史的國小，校長轉型領導，學校組織學習、學校組織創新無 差異。 十三、12班以下之國小，校長轉型領導、學校組織學習、學校組織創新較 高。 十四、鄉鎮地區的國小，校長轉型領導、學校組織學習高於都市地區的國 小，但學校組織創新無差異。 十六、國小校長轉型領導透過學校組織學習而影響學校組織創新。 本研究根據研究結果，提出可供教育行政機關、校長、學校做為推動國小校長轉型領導、學校組織學習及學校組織創新之參考與建議。 / This study focuses on the multi- relationships among the three main factors: principals’ transformative leadership,organizational learning and organizational innovation at elementary schools. The researcher tries to explore: 1. the current situation in which the principals’ transformative leadership,organizational learning and organizational innovation in elementary schools as far. 2. different patterns of transformative leadership,organizational learning and organizational innovation which are based on different backgrounds of the principals,teachers and schools. 3. the possible co-relationship in between the above three main factors 4. the investigation of the fitness of thecase-effect relationships among the three variables this study: principals’ transformative leadership, the organizational learning and organizational innovation in elementary schools. This study is based on literature analysis and questionnaires. The “Investigative Questionaire of the General Situations of Elementary Schools” is the main tool in use. There are 1375 teachers participating and giving their response towards the questionnaire. Descriptive statistics,t-test ,ANOVA, Cluster analysis and structural formulas are the techniques applied in the estimation ,calculation and analysis. The main results of this study are as the following: 1. At each level of the principals’ transformative leadership, the highest effective is the “ encouraging motivation” where as the lowest being “intellectual inspiration”. 2. At levels of organizational learning, the pattern is” using technology” where as the most frequently appeared information is rare. 3. In all the levels of organizational innovation in elementary schools, highest score appears in “ organizational atmosphere” and lowest in “administrative management”. 4. Among the total transformational leadership, organizational learning and innovation, there’s a tendency that shows no distinctive difference caused by the factors such as gender and age of the principals. 5. Investigation on principals who have graduate school degrees indicate that there’s no significant difference related to their performance in transformational leadership, organizational learning and innovation. 6. The principals whose tenure or seniority are between 5 and 15 years perform better in transformative leadership, organizational learning and innovations in elementary schools. 7. School teachers of different genders don’t have distinctive difference of awareness on principals’ transformative leadership, organizational learning and innovation. 8. Teachers who are older than fifty years old have stronger awareness on principals’ transformative leadership, organizational learning and innovation in elementary schools. 9. Teachers with side jobs tend to have higher levels of awareness towards principals’ transformative leadership, organizational learning and innovation at schools. 10. There’s no significant difference in their awareness as to principals’ transformational leadership, organizational learning and innovation with respect to different educational backgrounds. 11. Teachers with teaching experience of more than 25 years have higher levels of awareness towards principals’ transformative leadership, organizational learning and innovation in the schools. 12. Schools’ history doesn’t play a major role in influencing the principals’ transformative leadership, organizational learning and innovation at schools. 13. The schools with fewer than 12 classes seem to perform better in principals’ transformative leadership, organizational learning and innovation at schools. 14. As to principals’ transformative leadership and organizational learning, the schools which are located in countryside and towns mostly perform at a normal standard whereas in organizational innovation they do as good as those city schools. 15. The principals’ transformative leadership works through organizational learning and ultimately has great impact on schools’ organizational innovation. The results gained from this study can be the useful information for educational administrators, school principals and schools when implementing principals’ transformative leadership, organizational learning and innovations at schools.

本研究旨在瞭解臺北縣市高中教師知覺校長轉型領導與教師組織承諾的現況，並分析教師人口變項、學校環境變項在校長轉型領導以及教師組織承諾的差異情形，最後探討校長轉型領導與教師組織承諾之關係。 本研究以問卷調查法為主，訪談為輔，所稱「高中」校長，僅包括公立（含國立與縣市立）高級中學，不含私立高中與綜合高中。問卷調查法以自編「高中校長轉型領導與教師組織承諾調查問卷」（內含基本資料、校長轉型領導量表與教師組織承諾量表）為工具，對臺北縣市公立高中進行問卷調查。問卷以高中教師為調查對象，計調查41所學校，發出問卷668份、回收534份、有效問卷513份，可用率76.8%。調查所得資料分別以描述性統計、t考驗、單因子變異數分析、Pearson積差相關、多元逐步迴歸分析等統計方法實施資料分析，據以進行研究結果的分析與討論。 研究結論如下： 一、目前高中校長轉型領導與教師組織承諾現況表現均屬中上程度。 二、在教師人口變項中，不同年齡、職務的教師在所知覺的校長轉型領導上具有顯著差異。其中以年齡較大教師以及兼任主任教師知覺的校長轉型領導程度較高。 三、在教師人口變項中，不同年齡、學歷、年資與職務的教師在教師組織承諾上具有顯著差異。其中以年齡較大教師、四十學分班結業、年資較久以及兼任主任之教師組織承諾較高。 四、在教師人口變項中，不同性別、學歷與年資教師在所知覺的校長轉型領導上沒有顯著差異。不同性別教師在教師組織承諾上沒有顯著差異。 五、在學校環境變項中，不同學校歷史與學校規模的教師在所知覺的校長轉型領導上具有顯著差異存在。其中以學校歷史為11-20年及學校規模為13-24班的教師知覺的校長轉型領導程度較高。 六、在學校環境變項中，不同學校性質、歷史與規模的教師在教師組織承諾上具有顯著差異。以學校歷史較久、班級數較多的一般高中教師組織承諾較高。 七、在學校環境變項中，不同學校性質、學校位置的教師在所知覺的校長轉型領導上沒有顯著差異。不同學校位置的教師在教師組織承諾上沒有顯著差異。 八、在不同性別校長與校長在本校年資變項中，教師所知覺的校長轉型領導有顯著差異，在教師組織承諾上沒有顯著差異。教師知覺男性校長與第一年在本校服務的校長轉型領導程度較高。 九、整體而言，高中校長轉型領導與教師組織承諾具有正相關。 十、校長轉型領導對於教師組織承諾具有預測力。 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、學校校長以及未來研究的參考。 / This study aims to investigate the current situations of principals’ transformational leadership and teachers’ organizational commitment in senior high schools and to analyze the differences in teachers’ personal variables and school environmental variables concerning principals’ transformational leadership and teachers’ organizational commitment. Finally, it explores the relationship between principals’ transformational leadership and teachers’ organizational commitment. This study employs the research method of questionnaire surveys and interviews. There were two survey tools used in the study, including Principals’ Transformational Leadership Questionnaire, and Teachers’ Organizational Commitment Questionnaire. Six hundred and sixty eight subjects are randomly selected from forty-one public senior high schools in Taipei city and county. The number of effective samples is 513. The data are analyzed using the methods of description statistics, t-test, one-way ANOVA, and multiple stepwise regressions. The findings of this study are as follows: 1. The current situations of principals’ transformational leadership and the teachers’ organizational commitment in senior high schools are both above average. 2. Among teachers’ personal variables, there is significant difference in principals’ transformational leadership based on the two variables, teachers’ age and teachers' positions. Senior teachers and teachers with administrative affairs get higher scores. 3. Among teachers’ personal variables, there is significant difference in teachers’ organizational commitment based on the variables of teachers’ age, educational degrees, seniority and positions. Older and senior teachers, teachers who completed forty-credits in-service training courses and teachers with administrative affairs get higher scores. 4. Among teachers’ background variables, there is no significant difference in principal’s transformational leadership based on the variables of the teachers’ sex, educational degrees and seniority; and there is no significant difference in teachers’ organizational commitment between male and female teachers. 5. Among the school environmental variables, there is significant difference in principal’s transformational leadership based on the variables of the school’s history and scale. Teachers in schools older than ten years but less than twenty years and teachers in schools with the number of classes more than 13 but less than 24 get higher scores. 6. Among the school environmental variables, there is significant difference in teachers’ organizational commitment based on the variables of school type, history and scale. Teachers in older and bigger schools get higher scores. 7. Among the school environmental variables, there is no significant difference in principals’ transformational leadership based on the variables of school type and location .And there is no significant difference in teachers’ organizational commitment for teachers who serve in different school locations. 8. Based on the variables of principals’ sex and serving years in the school, there is significant difference in principal’s transformational leadership, but there is no significant difference in teachers’ organizational commitment. Male principals and the principal serving for the first year in the school get higher scores. 9. In general ,there is positive correlation between principals’ transformational leadership and teachers’ organizational commitment. 10. Principals’ transformational leadership can serve to predict teachers’ organizational commitment. In the end, based on the findings and conclusions of this research, some suggestions are given to our educational administration authorities, senior high principals and future studies for reference.

本研究主要目的，除了在於瞭解台灣地區國中校長轉型領導、交易領導、教師人格開放型/封閉型與知覺學習型組織的現況外，進一步探討：1.國中校長轉型領導、交易領導、教師開放型/封閉型人格與學習型組織之間的關係。2.教師開放型/封閉型人格在知覺校長領導模式之間的關係。3.分析國中校長轉型領導、教師開放型/封閉型人格在學習型組織上的交互影響。4.分析國中校長交易領導、教師開放型/封閉型人格在學習型組織上的交互影響。5.探討國中教師背景變項對知覺學習型組織之關係。 本研究係以台灣地區國中教師為對象，採用分層立意抽樣方式，共抽取29所國民中學701位教師，所得有效樣本517人。研究工具為校長轉型領導量表、交易領導量表、武斷性量表、學習型組織知覺量表進行調查研究。統計分析主要使用多變項變異數分析、單因子變異數分析、獨立樣本變異數分析及其它描述性統計。 本研究的主要結論如下： 一、台灣地區國中教師知覺轉型領導/交易領導、教師開放型/封閉型人格與知覺學習型組織現況。 二、國中校長運用轉型領導程度的不同，會影響教師知覺學習型組織的特徵。 三、國中校長交易領導的運用，對教師知覺學習型組織有著不同的影響。 四、封閉型教師比開放型教師知覺到較多學習型組織部分層面。 五、國中校長轉型領導運用、教師開放型/封閉型人格對教師知覺學習型組織，僅部分層面有交互作用。 六、國中校長交易領導、教師開放型/封閉型人格，在知覺學習型組織上，有部分交互作用。 七、國中校長運用交易領導對於封閉型教師影響力較大。 八、教師背景變項對其知覺學習型組織有顯著差異影響。 本研究針對上述研究主要結果加以討論，以提出對有關人員及未來研究之建議： 一、推動學習型社會，教育行政當局除進行宣導外，也應設計具體實施計劃，並實際推行到教育基層單位。 二、持續性舉辦學習型組織研習，提供教師研習之機會。 三、提供校長專門的進修研習管道，設計校長領導成長課程。 四、校長應多運用轉型領導之各層面，以利教師知覺學習型組織。 五、校長應妥善運用交易領導各層面，以增進教師對學習型組織的知覺。 六、校長應認知教師不同開放型/封閉型人格在知覺其領導的影響。 七、校長應多鼓勵女性教師、資淺、未接任行政工作之教師，多參與學校事務的運作。 八、教師應多參與學校事務。 九、對未來研究建議：研究方法可擴大使用問卷以外的方式，研究變項可進一步探討其它影響學習型組織之因素，研究工具應盡量設計符合國情使用。 / This research is aimed mainly to help understand the status quo of such issues in Taiwan as the transformational leadership of junior high school principals, the transactional leadership, teacher’s openness personality and closeness personality, and the learning organization. My further emphasis is therefore put on: 1. the relations between the transformational leadership of junior high school principals, the transactional leadership, teacher’s openness personality and closeness personality, and the learning organization, 2. the relations between the teacher’s openness personality/closeness personality and the principal’s cognitive leadership mode, 3. the analysis of the interactive effects of the transformational leadership of junior high school principals and teacher’s openness personality and closeness personality on the learning organization, 4. the analysis of the transactional leadership of junior high school principals and teacher’s openness personality and closeness personality on learning organization, and 5. the study on the relations between junior high school teacher’s background variables and the learning organization. This research sampled the teachers in Taiwan by means of purposive sampling and 517 effective samples were received and analyzed from questionnaires delivered to 701 teachers from 20 junior high schools. The research tools used in this paper were the principal transformational leadership scale, the transactional leadership scale, the dogmation scale, and the learning organization scale according to which this research is conducted. The statistic analysis was made mainly according to multi-variables analysis, single variable analysis, independently sampling variables as well as other descriptive statistical tools. This paper is concluded as: 1. that the status quo of junior high school teacher’s transformational leadership / transactional leadership and teacher’s openness personality / closeness personality, and the learning organization is provided and analyzed, 2. that a junior high school principal, by employing different degrees of transformational leadership, may impose an effect on the characteristics of teacher’s learning organization, 3. that a junior high school principal, in terms of employing transactional leadership, may impose an effect on the characteristics of teacher’s learning organization, 4. a teacher with closeness personality recognizes more details and facts with respect to the learning organization than a teacher with openness personality, 5. that the transformational leadership, used by a junior high school principal, and the teacher’s openness or closeness personality have an interactive effect on the learning organization, but only to a limited degree, 6. that the transformational leadership used by a junior high school principal and the teacher’s openness or closeness personality have a partially interactive effect on the learning organization, 7. that the transformational leadership used by a junior high school principal have more influence on the teachers with closeness personality, and 8. that the background variables of a teacher have a significant influence on his/her learning organization. This research mainly discusses the results aforementioned and proffers recommendations with respect to the personnel concerned and those who would like to conduct any future research. These recommendations are summarized as: 1. that the education authorities should give an impetus to a learning-typed society by declaring and promoting their policies as well as by designing concrete plans which are aimed to be implemented throughout all educational units, including those at basic level, 2. that symposia characterizing research and study on the learning organization should be held on a regular basis, which may offer teachers an opportunity for further research and study, 3. that a channel of R&S should be established, mainly targeting principals, and the courses should be designed to promote their growth, 4. that a principal should make use of transformational leadership extensively in order to help his teachers ameliorate their recognition of the learning organization, 5. that a principal should make use of transactional leadership extensively in order to help his teachers ameliorate their recognition of the learning organization, 6. that a principal should recognize that a teacher’s openness personality or closeness personality has its impact on the learning organization, 7. that a principal should encourage female teachers, junior teachers, and teachers who do not take on administrative work to participate in the operations of school affairs. 8. that teachers themselves should take part in the de facto operations of school affairs in a wide basis, and 9. that thereupon and with respect to future study that a research method could be applied in ways other than questionnaires, that other research variables could be further included to discover other parameters that might influence the learning organization, and that research tools should be designed to suit local conditions where the researchers are.

本研究以質性研究之深度訪談法以及次級資料分析法，探討美商資訊業台灣分公司女性最高領導人現象，以及他們的領導風格在運用轉換型領導四構面時之情形。 本研究透過與這幾位女性領導者或是其直屬部屬的直接訪談，深入了解女性領導者之領導特質與領導風格，並從女性領導人的言語之間，獲得其思想意涵及生命經驗的陳述。 本研究發現可歸納為下列三點： 1. 在美商資訊業分公司女性領導人之共同特質及背景方面：由四個個案的背景可歸納出，學經歷等專業技術背景，並非外商公司挑選領導者的重要考量，擁有外商分公司的運作經驗，掌握分公司運作的文化，為分公司賺取高額業績及利潤，才是能獲得全球營運總部青睞的領導人選。 2. 領導風格方面：本研究將美商資訊業台灣分公司女性領導人之領導風格以Bass & Avolio（1993）的轉型領導理論四構面來進行分析： (一) 在「魅力或理想化影響」構面中，美商資訊業女性最高領導者，都擁有極佳的溝通能力，她們透過溝通的方式來影響員工，取得員工的信任，並主動接納來自員工的意見，積極營造組織內部互動的氛圍，減少層級間的隔閡，欲塑造一種「平民式的魅力」。 (二) 在「激發鼓舞」構面中，美商資訊業女性最高領導者強調目標的明確性，並願意提出優渥資源，作為獎勵，在總公司設計，較輕鬆且人性化的員工活動中，表揚這些達成甚至超越目標的優秀員工，如同母親對小孩一般，或擁抱、或口頭讚賞的方式，營造家庭和諧氣氛，讓被讚賞的員工獲得鼓舞，並激發其他員工見賢思齊。 (三) 在「智識啟發」構面中，美商資訊業女性最高領導者展現的類型為「存在導向」與「理想導向」。關心安全、信任與團隊合作的提昇，並願意融合多方知識及多元看法，為企業經營激發創意。 (四) 在「個別化關懷」構面中，美商資訊業女性最高領導者表現較多在「發展取向」與「個別化取向」。領導者願意栽培部屬，開發部屬潛能，並給予更具挑戰性的工作。同時也願意與部屬培養互信情誼，重視與員工的互動，建立一對一的關係。 3. 最後，本研究結合受訪者的觀點以及次級資料，認為這幾位女性領導人，在20世紀末同時站上美商資訊業分公司最高領導者的位置主要是因為台灣社會對於女性領導人的接納、美商企業兩性平等的文化、女性善於溝通勇於表現的特質，符合美商企業文化、以及女性積極經營人際關係的特質，滿足美商資訊業台灣分公司領導人，需與國際採購及協力廠商充分配合的角色。 然而，女性領導在台灣本土企業卻無法普遍，本研究也探討出其限制包括：工作環境的壓抑、女性在職場中的角色仍未被充分認識、女性的自我設限。 展望未來，由於女性典範已建立、女性自我期許提升、企業注重女性福利及成長等因素，台灣女性領導者在台灣將越來越普遍並被接納。 / This research applies the deep interview method of qualitative research and second-handed data analysis to study the situation of woman leadership in Taiwan Branch of American IT Company in the end of 20th century. And analyst their leader style by the 4 scopes of transformation theory. The research findings can be concluded to 3 points. 1. According to the 4 cases, we can find that the real experience of foreign business, understanding of business culture, and earning revenue and profit are the key concerns when choosing the leader in the branch of American company. 2. According to the Bass & Avolio’s (1993) transformation theory, we can find that the female leadership in Taiwan Branch of American IT Company: A. In the scope of “Charisma or idealized influence”, they all have excellent communication skills; they can influence their employees through communication, and gain the trust from employees. They accept the opinion from employees and actively build the atmosphere of fully interaction. B. In the scope of “Inspirational motivation”, they all emphasize on the clear objective and would like to offer premium or even surprise as motivation. They praise the employees who performed well or even beyond expectation in the casual, public occasion. With hug like mother to her children or orally praise, they can build the harmonious and motivate other employees to act as these models. C. In the scope of “Intellectual stimulation”, these female leaders act as existentially oriented intellectual stimulation and idealistically oriented intellectual stimulation. They concerned about the upgrade of safe, trust, and team spirit, and would like to blend the knowledge and thinking from different aspects. D. In the scope of “Individual Consideration”, they performed in the way of “develop orientation” and “individual orientation”. They would like to develop their employees and give those potential employees challenging mission. They also would like to build the trust with their employees, interact with them and have one by one relationship. 3. Last but not least, the research also combined the interviewees’ opinions and second-handed data, concluded that these female leaders can all attend this position right in the end of 20th century are mainly from the following reasons: The acceptance of this society, the culture of the American entrepreneur, the characteristic of the female which include good at communication, willing to perform themselves, and aggressively improve their relationship, which can satisfy the role of leader in Taiwan branch- need to be the bridge of headquarter and the supplier in Taiwan. However, female leadership is not common in local company in Taiwan. This research also finds the limitation comes from: the constrain of the work environment, the unknown of the role of female in working place, and the limit from female themselves. Seizing the future, due to the role model of female leader has been set, the self-expectation of female has been upgraded, and the entrepreneur put more and more effort on the female welfare and growth, the female leadership will be more popular and accepted.

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.

本研究旨在探討學前教育機構園所長轉型領導、專業發展與幼兒教育品質之現況及其關係，並據以提出結論與建議，期能提供教育行政機關和學前教育機構園所長運用轉型領導以獲得專業成長與提升幼兒教育品質。本研究採取文獻分析、問卷調查法進行研究。首先，蒐集相關文獻作為研究主題的理論基礎，據以擬定研究架構，進而編製「園所長轉型領導、專業發展與幼兒教育品質」問卷作為研究工具。 本研究之問卷調查對象為台灣地區幼托園所主管（包括：公立幼稚園、私立幼稚園、公立托兒所、私立托兒所），抽樣調查直轄市、省轄市、縣轄市及鄉鎮地區園所長1000 位，取得有效樣本630 份，調查結果以平均數、標準差、t 考驗、單因子變異數分析、階層迴歸分析及路徑關係模式等統計方法，進行資料處理分析，獲得以下結論： 一、學前教育機構園所長轉型領導各層面中，以「尊重信任」表現較佳，其餘依序為「建立願景」、「魅力影響」、「個別關懷」、「智識啟發」、「激發鼓舞」。 二、學前教育機構園所長專業發展各層面中，以「具備幼教專業知能」表現較佳，其餘依序為「滿足個人專業動機」、「永續生涯成長」。 三、學前教育機構幼兒教育品質各層面中，以「課程與教學」表現較佳，其餘依序為「設施與安全」、「園務與行政」。 四、學前教育機構主管因不同的人口及環境變項在園所長「轉型領導」上有差異。 五、學前教育機構主管因不同的人口及環境變項在園所長「專業發展」上有差異。 六、學前教育機構主管因不同的人口及環境變項在「幼兒教育品質」上有差異。 七、學前教育機構主管轉型領導能有效預測園所長的「專業發展」。 八、學前教育機構主管轉型領導能有效預測園所的「幼兒教育品質」。 九、學前教育機構主管運用轉型領導與提升園所「幼兒教育品質」之行為，可以促進園所長本身之「專業發展」；而提升園所的「幼兒教育品質」則有賴於園所長「轉型領導」行為之建立。 根據結論，提出以下建議，提供台灣主管幼兒教育行政機關和學前教育機構，在園所長轉型領導、專業發展以及提升幼兒教育品質之參考： 一、園所長應運用轉型領導以促進專業成長。 二、持續的進修以提昇擔任園長的領導能力。 三、永續生涯規劃並建立良好的人際關係。 四、建立專業組織以推動自我及外部的認同。 五、學前教育機構應重視幼兒教育品質。 六、教育行政機關需要適度的介入。 七、建構實施幼兒教育品質的整體配套措施。 八、建立迅速、正確與客觀的品質資訊回饋機制。 九、擴大幼兒教育研究的領域。 十、城、鄉園所和公私立園所幼兒教育資源應力求均等。 根據研究過程，本研究結果提出以下對未來後續研究之建議： 一、加強質性研究方法進行研究。 二、修訂研究量表。 三、進行長期縱貫性的研究。 / The purpose of this study is to explore on the current condition and its correlation with preschool institution principal’s transformational leadership, professional development and quality of child education. The correlations are explored and concluded to propose sound recommendations to education and administrative institutions and preschool educational institution principals as the guiding tools for institution transformation that could further enhance professionalism and quality of child education. This study conducts explorations via the adoption of scientific literature analysis and questionnaire surveys. The study firstly collects related literatures and uses it as the theoretical basis of the study subject. Accordingly to this theoretical basis, structure of the study is drafted to produce questionnaire, topic with ‘Principal’s Transformational Leadership, Professional Development and Quality of Child Education,’ as instruments of the study. Targets of the questionnaire are preschool kindergarten managers (public or private kindergarten and public or private childcare center) in Taiwan. 1000 samples of kindergarten or childcare center principals are randomly selected from municipality, provincially managed cities, counties and townships. 630 samples are found valid. Result of the evaluations, after being statistically analyzed by mean, standard deviation, t-test, one-way analysis of variance, hierarchical regression analysis and path relationship model, yields following conclusions: A. In the aspects of preschool educational institution principals’ transformational leadership, ‘respect and trust’ outranks the rest and is followed by the order of ‘aspiration establishment’, ‘charisma impact’, ‘thoughtfulness’, ‘intelligent enlightenment’ and ‘inspirational encouragement.’ B. In the aspects of preschool educational institution principals’ professional developments, ‘possession of professional knowledge about child education’ outranks the rest and is followed by the order of ‘personal professional motive satisfaction’ and ‘persistent lifetime growth.’ C. In the aspects of preschool educational institution’s quality of child education, ‘program and education’ outranks the rest and is followed by the order of ‘facility and security’ and ‘routine affairs and administration.’ D. As population and environment may vary, preschool educational institution managers’ transformational leadership may differ accordingly. E. As population and environment may vary, preschool educational institution managers’ professional development may differ accordingly. F. As population and environment may vary, preschool educational institution managers’ quality of child education may differ accordingly. G. Preschool educational institution managers’ transformational leadership can efficiently predict school principal’s professional development. H. Preschool educational institution managers’ transformational leadership can efficiently predict a school’s quality of child education. I. Preschool educational institution managers’ exercise of transformational leadership skill and efforts of enhancing quality of child education can promote school principal’s personal professional development. On a similar note, the enhancement of a schools’ quality of child education relies on the building of the principal’s transformational leadership. Accordingly to the statements concluded, following recommendations are provided to Taiwanese Child Education Administrative and Supervision Institution and Preschool Educational Institution as the references for kindergarten principals’ transformational leadership, professional development and enhancement of child education quality: A. Kindergarten principal should apply transformational leadership to enhance one’s professional growth. B. Persistent educational pursuits to build up kindergarten principals’ leadership skills. C. Perpetual lifetime plan and establish sound interpersonal relationship. D. Establish professional organization to promote oneself and acquire external recognition. E. preschool educational institution should highly value the quality of child education. F. Education and Administrative Institution must intervene when needed. G. Build up and implement a complete integral measure to ensure quality of child education. H. Establish rapid, accurate and objective quality and it compliment return mechanism. I. Expand the territory of child education studies. J. child education resources should be equality allocated among municipal or township kindergarten and public or private childcare centers. According to course of the study, result proposes following recommendations to future study pursuits: A. Strengthen methods of qualitative research. B. Modify measurement scale of the study. C. Conduct long-term longitudinal study.

本研究旨在使用後設分析方法，以了解國內外有關校長轉型及交易領導與教師組織公民行為之關係，分析文獻包含2000年至2012年之國內外博碩士論文、會議及期刊論文等等，總計共有27篇研究報告及13,525位研究對象。研究包含探討變項間之相關以及調節變項之影響，經同質性考驗後，研究結果發現以下五項結論： （一）校長轉型領導與教師組織公民行為具有正向關聯性。 （二）研究地區、學校層級、受試者男性所占比率、研究發表類型與問卷回收率，對校長轉型領導對教師組織公民行為具有調節效果。 （三）校長交易領導與教師組織公民行為存有正向關聯性。 （四）學校層級、研究年代與問卷回收率，對校長交易領導對教師組織公民行為具有調節效果。 （五）校長轉型領導相較於交易領導與教師組織公民行為之相關聯程度更強。 最後，依據研究結論針對實務及後續研究提出相關建議以供參考。 / The main purpose of this study is to investigate the overall relationships of both transformational and transactional leadership with teacher’s organizational citizenship behavior by using meta-analysis methods. Data were collected from 27 independent studies which include master & doctoral dissertation, theses in seminar and journal papers at home and aboard during 2000-2012. There were 27 research studies with a combined sample of 13,525 participants. The study discussed the relationship between the variables and the effects of the moderators. Testing of homogeneity, there were five major findings of this study as follows:（1）It found a positive relationship between principal’s transformational leadership and teacher’s organizational citizenship behavior.（2）The research areas, the school level, the sample ratio of men, the type of study published and the response rate were found as the significant moderators between principal’s transformational leadership and teacher’s organizational citizenship behavior.（3）It found a positive relationship between principal’s transactional leadership and teacher’s organizational citizenship behavior. （4）The school level, the year of research and the sample ratio of men were found as the significant moderators between principal’s transactional leadership and teacher’s organizational citizenship behavior.（5）Compared to transactional leadership, the transformational leadership of principals were found to have stronger positive correlations with teacher’s organizational citizenship behavior. According to the results, some suggestions were proposed for practical applications and future researches.