本研究主要在探討國民小學校長隱涵領導理論的內涵，以及校長隱涵領導理論與其領導行為的關係；其次在探討校長人格、人口變項及學校環境與校長隱涵領導理論的關係；第三個探討重點在討論教師人口變項及學校規模與教師知覺校長領導行為的關係。 　　首先由過去有關文獻中探討領導理論及隱涵領導理論，作為本研究之理論基礎，並建構本研究架構及導出研究假設，再經由實地訪談、問卷調查等方式收集相關資料，分析歸納而獲致結論。本研究將依研究發現對學校行政領導、領導理論發展及方法論方面提出建議，供未來學校行政實務與領導理論研究參考。 　　本研究以台北縣市36所公立小學之36位校長及410位教師為研究對象，以訪談、修訂「國民小學校長領導概念及個人喜好調查問卷」及「國小校長領導行為描述問卷」收集有關校長隱涵領導理論及其領導行為之相關資料，並以描述統計、卡方考驗、單變量變異數分析、多變量變異數分析及多元迴歸進行假設考驗，主要發現如下： 　　一、校長的隱涵領導理論主要可區分為物質、行為、權變三類，目前國小校長以行為論者居大多數，物質論次之，權變論最少。 　　二、研究結果亦顯示中國的領導者具有某些特有的領導概念。 　　三、校長的隱涵領導理論與校長的倡導行為確實有相關存在，特質論校長的倡導行為最高，其次為權變論的校長，行為論的校長最低。 　　四、本研究有一個意外的重大發現，即校長的倡導行為與構校長個人隱涵領導理論較有關係。 　　五、校長的隱涵理論與校長年齡及教育背景較有關係，特質論的校長平均年齡最大，行為論次之，權變論者最低，但仍未達統計顯著。至於其他人格、人口變項及學校變項不同，校長隱涵領導理論之差異未達顯著。 　　六、教師的人口變項之中與教師知覺校長領導行為較有關係的變項為：年齡、服務年資、行政職務及導師工作。年齡大及服務年資長的教師知覺校長的關懷行為較高，擔任行政工作的教師所知覺校長的倡導及關懷行為皆高，現任導師知覺校長之倡導行為及關懷行為皆低。 　　七、學校規模不同，教師知覺校長之領導行為有差異。大型學校的教師知覺校長之倡導行為及關懷行為較高。 　　八、教師人口變項與學校規模對教師知覺校長之倡導行為關懷行為皆有聯合預測力，惟解釋力不高。 　　依據本研究結果、討論及結論，針對「教育行政主管機關」、「國民小學校長」、及「未來領導相關研究」三方面提出建議，期能提供領導研究及實務之參考。 / The purpose of this study was to explore the relationship between the leader's implicit leadership theories and his (or her) behavior.To identify the leader's definition of leadership, interview data were obtaired from 36 elementary school principals in Taipei City and Taipei County; LBDQ was used to measure the principals' behavior by 410 teachers of these schools, The major findings were: (1) principals' implicit leadership theories correlated with their initiating structure behavior, the leaders who view leadership as leaders' traits are the most initiating-structured ones; (2) Chinese leaders' concepts about leadership were different from American leaders' in some ways; (3) teachers' ages and positions were significantly correlated with the principals' consideration behavior.

幼稚園發展至今已然為一龐大的組織，在企業組織中「員工是企業最重要的資產」，而在教育的現場來說，教師可說是教育事業中最重要的推手。但是目前幼兒教師任教意願不高，自覺工作壓力太大，工作環境不甚理想，對於其工作缺乏認同，充滿職業倦怠，這些跡象使得OCB日益受到重視。 本研究主要探討OT及OCB的關係，另外兼論教師IlT及信任間的關係。過去研究提出OT就是對組織的制度、領導者或員工表達出信賴與支持，認為他們在做任何行動都會將我們的利益納入考量，而不會讓我們受到傷害。OCB是一種不考慮制裁或正式誘因的非正式奉獻，出現行為。IlT則是探討評估者內心隱涵的領導概念對其評估領導者的領導行為的影響。 本研究採用單因子變異數分析(one-way ANOVA)、皮爾森積差相關分析 (Pearson’s product-moment)及結構方程模式(SEM)探討OT對OCB的影響以及教師IlT概念對OT的影響。 研究發現幼稚園教師OT與OCB呈現高度正相關，而教師IlT與OT呈現中度正相關。在結構方程模式部份發現，教師OT對教師OCB以及幼稚園教師IlT與OT，均有顯著效果。因此，本研究提出可行的方案，供幼稚園園長作為提升OT的方式，及提供後續研究者建議。 / The scale of kindergarten has been evolved into a systematic organization. To industry, it goes without saying that “employees are the most crucial property.” The same logic can also be applied to education: “teachers are the pivot of the whole operation.” However, people are getting more and more lukewarm at the position of kindergartner due to the overloaded working pressure, unsatisfying working environment. The phenomena of lack of identification and professional exhaust have drawn the attention of OCB (Organizational Citizenship Behavior). The thesis focuses on the relation between OCB and OT (Organization Trust) and further discusses the interrelation between the trust and teacher’s ILT (Implicit Leadership Theories). Previous studies defined OT as the trust and faith in the systems, leaders, and employees within an organization. It is also a belief in policy decision which always takes employees’ benefit into consideration and never damages it. OCB is a nonofficial devotion without inspection of penalty and proper purpose. ILT studies the influence of participant’s original implicit idea of leadership when evaluating an external leader’s direction. The study adopts the one-way ANOVA, Pearson’s product-moment, and SEM in order to probe into the determinant of OT in OCB and the effect of ILT on OT. The research has discovered that there is highly positive relation between kindergarteners’ OT and OCT while the relation between teachers’ ILT and OT is minor. Furthermore, from the module of structural formula, both discoveries can be applied to each other. Hence, this thesis offers a possible scheme for kindergarten owners and other successors in promoting OT.