本研究旨在探討競值架構下國民小學校長領導行為、學校組織文化與教師教學效能之間的關聯。研究採用調查研究法，以新北市公立國民小學教師為對象，共發出748份問卷，共獲得有效問卷646份，有效問卷回收率為86.36％。正式問卷回收之後，分別以描述統計、t考驗、單因子單變量變異數分析、單因子多變量變異數分析、皮爾森積差相關、多元逐步迴歸分析及結構方程模式等統計方式對回收資料進行分析。 本研究獲得以下十一項結論： 一、國民小學校長領導行為在中上水準，以競爭層面表現較突出。 二、國民小學組織文化表現達中上水準，趨向於團隊和層級層面。 三、國民小學教師教學效能平均達高表現水準，以良好學習氣氛得分最高、教學計畫準備得分最低，且顯著低於其他四個教學效能層面。 四、國民小學校長領導行為與學校組織文化以右上象限層面得分均低。 五、教師職務在校長領導行為方面有差異、教師年齡、學歷、服務年資與職務在教學效能上有差異。 六、校長年齡在校長領導行為與學校組織文化方面有差異。 七、學校規模、所在地、校齡在校長領導行為、學校組織文化與教師教學效能均有顯著差異。 八、校長領導行為、學校組織文化與教師教學效能之間具有顯著正相關。 九、校長領導行為、學校組織文化與教師教學效能之間具有顯著預測力。 十、校長領導行為與學校組織文化不僅與對應象限的分層面有正相關與預 測力，與非對應象限甚至對立象限的層面也有顯著正相關與預測力。 十一、校長領導行為可顯著影響教師教學效能，也可透過學校組織文化的 中介作用，正向影響教師教學效能。 本研究分別就實務應用及未來研究兩方面提出如下建議： 一、實務應用方面： (一) 建立回饋機制，使校長瞭解自身領導風格，靈活轉換各種領導行為，並善用競爭領導優勢，成為學校成員學習的榜樣。 (二) 校長應瞭解並協助學校成員認識學校組織文化類型，透過形塑願景與組織對話，使組織在文化生命週期中有效能的運作。 (三) 教師應兼顧每一個教學效能層面，並加強提升教學計畫準備。 (四) 校長應培養創新的領導能力，帶動發展革新求變的組織文化氛圍。 (五) 校內應建立教師教學對話與教學研討機制，藉以傳承資深優良教師教學經驗與觀摩學習。 (六) 校長對於經營校務發展應勇於任事、完全承擔，不應因性別、年齡、學歷、到任時間自我設限，虛與尾蛇。 (七) 校長與學校成員應詳加瞭解所處學校環境，研擬策略面對學校所處位置之有利與不利條件，以營造學校文化及提升教學效能。 (八) 校長應不斷強化自身領導的能力與行為複雜度，並且形塑優質學 校組織文化，以提升教師教學效能表現。 (九) 校長與學校成員應建立深厚的教育夥伴情感，體認共享學校教 育成果之重要性與榮辱休戚與共的使命感，以提供良好教育環境。 (十) 校長應展現兼容並蓄的多元領導風格，以面對諸多領導弔詭與兩 難的困境。 (十一) 營造兼容並蓄學校組織文化，發揮促進教師教學效能中介效果。 二、未來研究方面： 本研究分別就研究對象、研究變項、研究方法，對未來研究提出建議。 / The objective of this study is to understand the relationships among principal’s leadership behavior, school organizational culture and teaching effectiveness in elementary schools by Competing Values Framework. Study on survey research. A total of 646 usable questionnaires were collected from 748 teachers of public elementary schools in New Taipei City. The effective response rate was 86.36％. The statistical techniques applied to this study such as: “describing statistics”, “t-test”, “one-way ANOVA”, “one-way MANOVA”, “Pearson product-moment correlation”, “stepwise multiple regression analysis” and “structural equation modeling”. With the data analysis result, researcher reached the conclusions as following： 1.Principal’s leadership behavior performance of public elementary schools achieves upper-moderate level, and “Compete” is the highlight among all of the dimensions. 2.School organizational culture performance of public elementary schools achieves upper-moderate level, and “Clan” and “Hierarchy” are the highlight among all of the dimensions. 3.The perception of teacher’s teaching effectiveness gets high score level, and “Good instructional climate ” is the highlight among all of the dimensions of teaching effectiveness, and "teaching plan preparation" is significantly weaker than the others four dimensions. 4.Both of principal’s leadership behavior and school organizational culture of public elementary schools in upper right quadrant of CVF scores are low. 5.There is a significantly divergence for “teacher job position” in principal’s leadership behavior and such as teachers’ “age”, “education”, “srevice year” and “job position”, there is a significant divergence in teaching effectiveness. 6.There is a significant divergence for “principal age” between principal’s leadership behaviors and school organizational cultural. 7.Such as “ school size”, “ location” and “school history”, there are significant divergences among principal’s leadership behaviors , school organizational cultural and teaching effectiveness. 8.There are significant positive correlation among principal’s leadership behavior, school organizational culture and teaching effectiveness. 9.There are significant predictive power among principal’s leadership behavior, school organizational culture and teaching effectiveness. 10.Between principal’s leadership behavior and school organizational culture are not only the corresponding quadrant, but also the non- corresponding and even opposing corresponding quadrants, and there are significant positive correlation and predictive power. 11.Principal’s leadership behavior could positively affect teaching effectiveness through the mediate effect of school organizational culture. Otherwise, this study provides suggestions of practical application and future study respectively.

本研究旨在應用競值架構探討國民小學校長領導行為、學校組織文化與學校組織效能之間的關聯性。研究採用調查研究法，以台灣地區公立國民小學教師為對象，總共發出1060份問卷，問卷回收率為89.91％，有效問卷回收率則為84.81％。正式問卷回收之後，分別以單因子單變量變異數分析、單因子多變量變異數分析、集群分析、區別分析、皮爾森積差相關、迴歸分析（簡單、多元及調節迴歸）、階層線性模式及結構方程模式等統計方式對回收資料進行分析。 本研究獲得以下九項結論： 一、國民小學校長領導行為在競爭行為層面上的表現最突出。 二、國民小學組織文化特性趨向層級節制和朋黨組織文化。 三、國民小學學校組織效能在內部過程模式上的表現最佳。 四、校長領導行為、學校組織文化與學校組織效能之間具有正向關聯。 五、校長領導行為表現愈佳及複雜性愈高，有助於塑造學校組織文化與提升 學校組織效能。 六、學校組織文化的特性愈強及複雜性愈高，能促使學校組織效能之表現愈 佳。 七、校長領導行為與學校組織文化之趨同程度愈高，學校組織效能之表現並未 愈佳。 八、校長領導行為與學校組織效能之關聯是否受學校組織文化所調節，須視學 校組織文化之分析層次而定。 九、校長領導行為可透過學校組織文化的中介作用，正向影響學校組織效能。 本研究分別就實務應用及未來研究兩方面提出如下建議： 一、實務應用方面 （一）以競值架構之量表診斷學校組織行為 （二）展現兼容並蓄之領導作風 （三）提升領導行為之複雜性 （四）著重組織文化之型塑 （五）營造兼容並包的組織文化 （六）各種組織效能模式應兼籌並顧 二、未來研究方面 分別就研究對象、研究變項、研究方法、統計分析方法以及行為複雜性之檢測方式等方面，對未來的研究提出建議。 / The purpose of the study was to investigate the relationships among principal’s leadership behavior, school organizational culture, and school organizational effectiveness by utilizing competing values framework. The research method this study adopted is survey research. Data were collected from 1060 teachers of elementary schools in Taiwan. The response rates were 89.91％; the usable rates were 84.81％. The collected data were analyzed by using the statistical methods of one-way ANOVA, one-way MANOVA, cluster analysis, discriminant analysis, Pearson product-moment correlation, regression analysis (simple regression, multiple regression, and moderated regression), hierarchical linear modeling, and structural equation modeling. The conclusions of this study are: 1.Among all of the dimensions of principal’s leadership behavior, “Compete” is the dominant in the elementary schools. 2.Among all of the dimensions of school organizational culture, “Hierarchy” and “Clan” are the dominant in the elementary schools. 3.Among all of the dimensions of school organizational effectiveness, “Internal Process” is the dominant in the elementary schools. 4.There are positive relationships among principal’s leadership behavior, school organizational culture, and school organizational effectiveness. 5.The principals with better leadership performances and higher behavioral complexity tend to shape school organizational culture and enhance school organizational effectiveness. 6.The schools with stronger organizational cultures and higher cultural complexity could improve school organizational effectiveness. 7.The hypothesis that the higher the congruence between principal’s leadership behavior and school organizational culture is, the better the school organizational effectiveness is could not be supported. 8.Whether the relationship between principal’s leadership behavior and school organizational effectiveness could be moderated by school organizational culture depends on the level of analysis of school organizational culture. 9.The principal’s leadership behavior could positively affect school organizational effectiveness through the mediated effect of school organizational culture. In addition, this study provides suggestions respectively on the aspect of practical application and future study.