The purpose of this study is to investigate how beginning teachers' personal teacher efficacy (the abbreviation PTE for personal teacher efficacy) and the organizational health of school (the abbreviation OHI for the organizational health of school) influence teachers' professional identity (the abbreviation PI for professional identity). The participants were 125 middle school teachers from China. They completed online surveys that measured these three variables and some demographics such as gender, salary and school size. The results revealed that there were significant correlations between the OHI and PI, PTE and PI, and OHI and PTE. Except for gender and salary, there was no statistically significant difference in PI between groups of different school size, educational background, type of teaching job, and years of teaching experience. The findings also indicated that OHI mediated the relationship between PTE and PI. Furthermore, a multiple linear regression model was used to predict teachers' PI based on OHI, PTE, and gender. Finally, a statistically significant difference was found on role values (subscale of teachers' professional identity) between tension group (high PTE while low OHI or low PTE while high OHI) and non-tension group (PTE and OHI are at the same level). These findings depict the interactions between PTE and OHI and its influence on PI of Chinese middle school's beginning teachers. The researcher also proposes the next question for further research and makes some practical suggestions for educational policy makers, schools, and individual teachers to improve their PI.

摘要 本研究旨在探討桃園縣國民中小學校長實施分布式領導及學校組織健康之現況，分析在不同個人背景變項及學校環境背景變項中，教師對校長實施分布式領導的知覺差異情形，並探討實施分布式領導對學校組織健康之影響。 為達上述目的，本研究採用問卷調查法，以桃園縣245所國中小學教師為母群體，採分層隨機抽樣，共計抽取52所國中小，寄發問卷656份，回收比例86%。扣除填答不全的無效問卷後，可用問卷501份，可用率為88％。本研究使用SPSS 17.0 for windows 統計套裝軟體進行統計分析，獲致以下結論： 一、 桃園縣國民中小學教師知覺校長分布式領導及學校組織健康情形為中高程度。 二、 教師知覺分布式領導以「學校文化」感受程度最高，其次為「分享責任」。教師知覺組織健康則以「倡導與關懷」、「教師凝聚力」的感受程度最高。 三、 男性教師知覺校長分布式領導與學校組織健康之程度均高於女性教師。 四、 資深教師在知覺校長分布式領導與學校組織健康之程度均高於年輕或年資少之教師。 五、 兼任行政職務之教師知覺校長分布式領導與學校組織健康之程度均高於導師或專任教師。 六、 不同教育程度之教師在知覺校長分布式領導與學校組織健康之程度無顯著差異。 七、 學校規模為小型(24班以下)之教師，在知覺校長分布式領導與學校組織健康之程度均高於中、大型學校教師。 八、 小學教師在知覺校長分布式領導與學校組織健康之程度均高於國中教師。 九、 校長分布式領導對學校組織健康具有正向且顯著之影響。 最後依據上述結論，提出具體建議，以作為教育行政機關、學校機關首長及學術研究等相關單位參考。 關鍵詞：分布式領導、組織健康 / This research explores the current state of distributed leadership and school organizational health in elementary and junior high schools across Taoyuan County, analyzing how factors including various personal backgrounds and school environments affect the results of this research. In addition, the degree of awareness displayed by teachers concerning distributed leadership as well as the effect of distributed leadership on school organizational health is explored. In order to achieve the above, this research utilizes survey methodology with the teachers of the 245 elementary and junior high schools in Taoyuan County as the entire population under study. With random, stratified sampling, 656 questionnaires were sent to teachers across 52 schools with an 86% reply rate. Out of the returned questionnaires, 88% were valid, a total of 501 questionnaires. The results were tabulated and analyzed using the SPSS 17.0 for Windows program and the following conclusions were obtained: 1. The level of awareness of the teachers of Taoyuan County’s elementary and junior high schools of distributed leadership and school organizational health is moderately high. 2. Teachers are most aware of the “school culture” and secondly the “shared responsibility” aspects of distributed leadership. Teachers are most aware of the “initiating structure and consideration” and secondly the “teacher affiliation” aspects of school organizational health. 3. Overall, male teachers possess a higher level of awareness of distributed leadership and school organizational health than do female teachers. 4. Senior, more experienced teachers are more aware of distributed leadership and school organizational health than are junior, less experienced teachers. 5. Teachers who also perform administrative duties demonstrate a higher degree of awareness of distributed leadership and school organizational health than do counselors or teachers who do not perform administrative duties. 6. Teachers with varying levels of education do not display significant difference regarding awareness of distributed leadership and school organizational health. 7. Teachers of smaller schools (with less than 24 classes) are generally more aware of distributed leadership and school organizational health than are teachers are larger schools. 8. Elementary school teachers possess a higher level of awareness of distributed leadership and school organizational health than do junior high school teachers. 9. Distributed leadership has a positive correlation and significant effect on school organizational health. Based on the conclusions listed above, I have made practical suggestions that educational administrative institutions, school institutions and research institutions could use as reference. Terms: Distributed leadership, school organizational health

本研究旨在探討花蓮縣國民小學學校組織健康和教師組織信任之關係。主要採取調查研究法，以花蓮縣102所公立國民小學教師為研究對象，抽取438位教師為樣本，回收有效問卷309份，以描述性統計分析、t考驗、單因子變異數分析、薛費法事後比較、皮爾遜積差相關及逐步多元迴歸分析等方法進行問卷資料之統計分析，依據研究結果，歸納出下述結論： 一、國民小學教師於學校組織健康知覺情形良好，其中以「重視學生學業成就」向度知覺程度最高，「資源影響性」向度知覺程度最低。 二、國民小學教師組織信任知覺情形良好，其中以「信任校長」向度知覺程度最高，「信任學校」向度知覺程度最低。 三、不同學校規模於學校組織健康之資源影響性向度上有顯著差異。 四、不同服務年資於教師組織信任各向度及整體上有顯著差異；擔任職務的不同於教師組織信任之信任同儕向度上有顯著差異。 五、國民小學學校整體組織健康與整體教師組織信任呈現高度正相關，其餘各向度之間均為中度正相關，且各向度及整體間均達.01顯著水準。 六、國民小學學校組織健康能有效預測教師組織信任。 根據上述研究結果提出具體建議，以供教育行政主管機關、學校教育工作者和未來相關研究之參酌。 關鍵字：學校組織健康、教師組織信任 / This study aimed to investigate the relationship between organizational health and teacher’organization trust in Hualian elementary schools. Survey research was adopted. The subjects of this study were teachers in 102 public elementary schools of Hualian county. 438 questionnaires were distributed; 309 questionnaires were available. Descriptive statistical analysis, t-test, one way analysis of variance, scheffe post hoc comparison test, Pearson product-moment correlation and multiple stepwise regression analysis were utilized to perform the statistical analysis of data. Based on the results of this study, the conclusions were drawn as below: 1. The awareness of elementary school teachers on the school organizational health is good. Among them, “Academic emphasis” ranks the top of all dimensions; “Resource influence” is the lowest dimension. 2. The awareness of elementary school teachers on the teacher’organizational trust is good. Among them, “Trust in the principal” ranks the top of all dimensions; “Trust in the school” is the lowest dimension. 3. There were significant differences in “Academic emphasis” of the school organizational health 4. Different service years have significant different dimensions of the teacher’organizational trust and overall dimensions; different positions have significant different dimensions of trust in colleagues under the item of the teacher’ organization trust. 5. There is a high positive correlation between the overall school organizational health and the overall teacher’organizational trust in elementary schools. Other dimensions have moderate positive correlations and the correlations between different dimensions and the overall dimension reach the significant level of 01. 6. The organizational health of elementary schools can effectively predict teacher’organizational trust. Specific suggestions were put forward based on the above results of study, which could be used as references for educational administration authorities, school educators and future related researches. Keywords: School Organizational Health, Teacher’Organizational Trust