本研究旨在瞭解目前新北市國民小學空間領導、學校組織變革與教師創新教學的現況，分析不同背景變項下之教師，知覺校長空間領導、學校組織變革與教師創新教學之差異情形，並探討三者間之關係，最後建構並驗證校長空間領導、學校組織變革與教師創新教學之結構方程模式。 本研究採問卷調查法，共計抽樣83所學校，發出786份問卷，回收544份有效問卷；問卷回收率達69%。問卷調查結果以描述性統計、t檢定、單因子變異數分析及結構方程模式分析等統計方法加以分析與探討。 本研究獲致結論如下： 一、新北市國民小學教師知覺校長空間領導為中上程度，以「建構教育空間」層面表現最突出，「使用者共同參與」之得分最低。 二、新北市國民小學教師知覺學校組織變革為高程度，以「組織文化」層面最獲肯定，「教育科技創新」之知覺程度為最低。 三、新北市國民小學教師知覺教師創新教學為高程度，以「教學方法」層面最獲認同，「情境營造」之知覺程度為最低。 四、新北市國民小學教師，在不同背景變項中（無學校獲獎情形、年齡高者及職務為教師兼主任者），在知覺校長空間領導行為上顯著較高。 五、新北市國民小學教師，在不同背景變項中（無學校獲獎情形及擔任職務為教師兼主任及教師兼導師者），在知覺學校組織變革上顯著較高。 六、新北市國民小學教師，在不同背景變項中（無學校獲獎情形及及兼任行政職之教師者）在知覺教師創新教學行為上顯著較高。 七、新北市國民小學校長空間領導、學校組織變革與教師創新教學具有良好的聚斂效度，且學校組織變革在校長空間領導與教師創新教學間扮演完全中介，故國民小學校長空間領導可透過學校組織變革對教師創新教學產生正向的間接影響。 最後，根據本研究結果，提出具體建議，供教育行政機關、學校教育人員與未來研究之參考 / The purpose of this study is to learn the relationships among the primary school principal space leadership, school organizational change and innovative teaching of teachers in elementary school of New Taipei City. Comparing and analyzing the differences, relationships, and stepwise regression between principal space leadership, school organizational change and innovative teaching of teachers, the researcher tries to build and verify a model for these three elements. Through the use of questionnairs survey method, data were collected from 83 elementary schools, distributing 786 questionnairs in total. Valid questionnairs of 544 were collecte, with a usable rate of 69%. All data were analyzed by the mothods of descriptive statistics, independent t-test, one-way ANOVA and SEM. According to the results, this study has obtained the following conclusions. 1. The level of space leadership of principals in the elementary schools is medium-performance, and the performance in “constructing educational space” is outstanding, and lower scores on “the users joint participation”. 2. The level of school organizational change is high, and “organizational culture” is certainly the most eligible in the elementary schools, and lower scores on “educational technology innovation”. 3. The level of innovative teaching of teachers is high, and “teaching method” acquired the most recognition in the elementary schools, and lower scores on “constructing circumstance”. 4. The school history, ages , and current positions of sampling teachers show difference on the principal space leadership. 5. The school history, and current positions of sampling teachers show difference on school organizational culture. 6. The school history, and current positions of sampling teachers show difference on effectiveness of school innovative management. 7. The proper fit of structural equation model among principals’ space leadership, school organizational change and innovative teaching of teachers is assessed as positive and can explain the relationships among main variables. School organizational change fully mediated the relationship between principal space leadership and innovative teaching of teachers. School organizational change has the mediation effect on principal space leadership and innovative teaching of teachers. The research findings and suggestions can serve as reference for educational authorities, elementary school principals and subsequent related studies.

校長正向領導與學校組織學習是影響教師創新教學的重要因素。本研究旨在了解高級中學校長正向領導、學校組織學習與教師創新教學的現況及差異情形，並探討上述三者的相關情形。 本研究方法為文獻分析與問卷調查法。研究對象為新北市、桃園縣、新竹縣、苗栗縣、新竹市之97所高級中學教師，有效樣本共855份。問卷回收後分別以敘述統計、獨立樣本t考驗、單因子變異數分析、積差相關、逐步多元迴歸等統計方法進行分析。根據研究結果將結論分析歸納如下： 一、高級中學教師對校長正向領導之現況知覺良好。 二、高級中學教師對學校組織學習之現況知覺良好。 三、高級中學教師對教師創新教學之現況知覺良好。 四、校長正向領導與學校組織學習間具有顯著正相關。 五、校長正向領導與教師創新教學間具有顯著正相關。 六、學校組織學習與教師創新教學間具有顯著正相關。 七、校長正向領導與學校組織學習對於教師創新教學有正向預測力。 本研究根據以上結論，提出幾點建議提供教育行政單位、高級中學校長、教師與未來相關研究作參考。 關鍵字: 校長正向領導、學校組織學習、教師創新教學 / Principals’ positive leadership and school organizational learning are the important factors of innovative teaching of teachers. This study aims to investigate the current situations and circumstances of senior high school principals’ positive leadership, school organizational learning and innovative teaching of teachers. The purpose of this study is to understand the current situation and the relationships among the positive leadership of principals, school organizational learning and innovative teaching of teachers. The research methods included literature review and questionnaire survey. The subjects of the survey were teachers in 97 senior high schools across New Taipei City, Taoyuan County, Hsinchu County, Miaoli County and Hsinchu City. The study issued a total of 855 valid questionnaires. The data was analyzed by factor analysis, reliability analysis, descriptive statistics, independent sample t-test, one-way ANOVA, Pearson Product-moment correlation, multiple regression analysis. The findings based on the results of the research are as follows: 1. The perception of the senior high school teachers toward the principals’ implement positive leadership is good. 2. The perception of the senior high school teachers toward school organizational learning is good. 3. The perception of the senior high school teachers toward the innovative teaching of teachers is good. 4. There is a significant positive correlation between the senior high school principals’ positive leadership and school organizational learning. 5. There is a significant positive correlation between the senior high school principals’ positive leadership and innovative teaching of teachers. 6. There is a significant positive correlation between the senior high school organizational learning and innovative teaching of teachers. 7. The senior high school principals’ positive leadership and school organizational learning have positive direct effect on the innovative teaching of teachers. According to the research findings, some suggestions are proposed for the reference of education administrative units, senior high school principals and teachers, and research staff engaged in future related researches. Keywords：principals’ positive leadership, school organizational learning, innovative teaching of teachers