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.