本研究旨在瞭解苗栗縣國民小學校長分布式領導、教師組織公民行為與教師工作滿意度之現況，並分析不同背景變項之教師在知覺校長分布式領導、教師組織公民行為與教師工作滿意度之差異情形，且探討三者之間的關係，最後藉由校長分布式領導與教師組織公民行為對教師工作滿意度進行預測。 本研究採調查研究法，共計抽樣61所學校，發出708份問卷，回收569份有效問卷，問卷有效率達80.37%。資料處理分別以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸分析等統計方式進行統計分析。 本研究獲致以下之結論： 一、苗栗縣國民小學教師知覺校長分布式領導為中高程度，以「建構清楚的願景與目的」之知覺程度為最高，「營造信任的學校文化」之知覺程度最低。 二、苗栗縣國民小學教師有高程度之組織公民行為表現，以「主動助人」之表現為最高，「自我要求」表現為最低。 三、苗栗縣國民小學教師在教師工作滿意的知覺為中高程度，以「工作本身」的知覺為最高，「行政管理」之知覺為最低。 四、苗栗縣國民小學教師，因其性別、職務及學校規模之不同，而有不同的校長分布式領導知覺感受，以男性、擔任主任或組長職務、與學校規模在12班（含）以下之教師知覺程度較高。 五、苗栗縣國民小學教師，因其年齡及擔任職務之不同，而表現出不同程度的教師組織公民行為，以51歲（含）以上及擔任主任職務之教師表現程度較高。 六、苗栗縣國民小學教師，因其性別及職務之不同，而有不同的教師滿意度知覺感受，以男性及擔任主任之教師知覺程度較高。 七、苗栗縣國民小學校長分布式領導、教師組織公民行為與教師工作滿意度的知覺及各分層面，彼此之間具有正相關的關係。 八、苗栗縣國民小學校長分布式領導、教師組織公民行為對教師工作滿意度具有預測作用，以「校長分布式領導」的預測力最佳。 最後依據研究結果與結論，提出具體建議，以供教育行政機關、學校校長與教師以及未來研究的參考。 / This study aims to investigate the current development of the elementary school principal’s distributed leadership, teachers’ organization citizenship behavior and the teachers’ job satisfaction in Maioli County, and to analyze the differences in teachers of different background variables are conscious of the principal’s distributed leadership, teachers’ organization citizenship behavior and the teachers’ job satisfaction, and to explore the relationship among the three variables. Finally, through principal’s distributed leadership and teachers’ organization citizenship behavior forecast the teachers’ job satisfaction. Questionnaire survey method is adopted. The samples include 61 schools and 708 questionnaires were distributed. There were 569 valid questionnaires used finally in the statistic analysis and the usable rate is 80.37%. All data collected were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, Multiple regression etc. The conclusions are as follows: 1.Elementary school teachers’ perception of principal’s distributed leadership is above average while “construct clear vision and purposes” was the highest, and “shared responsibility” was the lowest. 2.Elementary school teachers’ perception of teachers’ organization citizenship behavior is above average while “helping others voluntarily” was the highest, and “self-disciplined” was the lowest. 3.Elementary school teachers’ perception of teachers’ job satisfaction is above average while “work” was the highest, and “administrative management” was the lowest. 4.There are significant differences in the elementary school teachers’ perception of principal’s distributed leadership in terms of sex, duty, and the scale of school. 5.There are significant differences in the elementary school teachers’ perception of teachers’ organization citizenship behavior in terms of age and duty. 6.There are significant differences in the elementary school teachers’ perception of teachers’ job satisfaction in terms of sex and duty. 7.There is a positive correlation among the principal’s distributed leadership, teachers’ organization citizenship behavior and the teachers’ job satisfaction. 8.Both of the principal’s distributed leadership and teachers’ organization citizenship behavior in Maioli County have a predictive effect on teachers’ job satisfaction.

本研究旨在瞭解國中校長正向領導、教師正向心理資本與教師組織公民行為的現況，並比較不同背景變項之國中教師知覺校長正向領導、教師正向心理資本與教師組織公民行為的差異情形，最後探討國中校長正向領導、教師正向心理資本與教師組織公民行為之關係。 本研究採問卷調查法進行研究，以臺北市、新北市和桃園縣之國中正式教師為對象，共發出896份問卷，回收831份，有效問卷823份，回收有效率91.85％。調查所得資料分別以IBM SPSS Statistics 20.0版及IBM SPSS Amos 21.0版電腦統計套裝軟體進行描述性統計、獨立樣本t檢定、單因子變異數分析、Pearson 積差相關、結構方程模式(SEM)等統計分析。研究主要發現如下： 一、 目前臺北市、新北市和桃園縣之國中教師知覺校長正向領導、教師正向心理資本與教師組織公民行為之現況呈中上程度。 二、 不同背景變項之國中教師知覺校長正向領導、教師正向心理資本與教師組織公民行為有顯著差異。 1. 男性、年齡51歲以上、服務年資5年以下、兼任行政職務、服務於24班以下學校之國中教師知覺校長正向領導的程度較高。 2. 男性、年齡51歲以上、兼任行政職務之國中教師表現出較高的教師正向心理資本。 3. 男性、年齡51歲以上、兼任行政職務之國中教師表現出較佳的教師組織公民行為。 三、 國中教師知覺校長正向領導、教師正向心理資本與教師組織公民行為兩兩之間具有正相關。 四、 國中校長正向領導透過教師正向心理資本影響教師組織公民行為，其中教師正向心理資本具中介效果。 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、國中校長、國中教師及未來研究者之參考。 / The aim of this study is to discuss the junior high school teachers’ perception toward the principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors, compare the differences in the perception of the principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors among teachers with different background variables. Finally, the study explores the relationship among the junior high school teachers’ perception of the principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors. The research is to adopt questionnaire survey by targeting on the junior high school teachers of Taipei City, New Taipei City and Taoyuan County. A total of 896 questionnaires were distributed and 831 questionnaires were received. There were 823 valid samples, with a valid return rate of 91.85%. The date analyses, through IBM SPSS Statistics 20.0 and IBM SPSS Amos 21.0, included descriptive statistics, t-test, one way ANOVA, Pearson product-moment correlation coefficient and structural equation modeling (SEM). The main findings of this research are as follows: 1. Currently, in Taipei City, New Taipei City and Taoyuan County, the perception of junior high school teachers towards principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors are above average. 2. The perception of junior high school teachers with different background variables towards principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors have significant differences. 2.1 Male teachers, teachers aged above 51, teachers with less than 5 years of teaching experience, teachers as directors or section chief, teachers who teach at a school with less than 24 classes highly perceive principals’ positive leadership. 2.2 Male teachers, teachers aged above 51, teachers as directors or section chief highly perceive teachers’ positive psychological capital. 2.3 Male teachers, teachers aged above 51, teachers as directors or section chief highly perceive teachers’ organization citizenship behaviors. 3. There are positive correlations among the junior high school teachers’ perception toward the principals’ positive leadership, teachers’ positive psychological capital and teachers’ organization citizenship behaviors. 4. The junior high school principals’ positive leadership through teachers’ positive psychological capital affects teachers’ organization citizenship behaviors, teachers’ positive psychological capital with mediating effect. Finally, according to the research findings and conclusions, the study proposes the suggestions as references for educational authority, junior high school principals, teachers and future researchers.