二十一世紀是知識經濟的時代，「創新」成為個人、團隊及組織致勝的關鍵，組織競爭力與生產力均靠「組織創新」而提升。學校面對新時代的挑戰，必須積極加以回應，如何將創新帶入學校組織之中，激發學校組織的創新，以提高學校效能，是各級學校無法逃避的時代課題。基於此一時代需求及國民中學的發展需要，本研究以臺中市一所國民中學為例，進行「學校創新」的初探性研究。 本研究採單一個案質性研究，運用個案文件、實地觀察及深入訪談進行資料蒐集，探討、詮釋及思索一所國民中學創新之歷程、策略及促成因素。經研究後獲致以下結論： 一、個案創新歷程為：(一)校舍重建;(二)校園新風貌;(三)學校創新領導;(四)型塑學校創新主軸;(五)發展具體創新項目;(六)形成創新團隊;(七)引進教育創新實驗方案;(八)創新發表與接受評鑑;(九)創新歷程的自省與深化;(十)建構學校創新文化;(十一)學校文化的創新。 二、個案創新策略為：(一)研訂創新主軸;(二)結合課程發展;(三)利用社區資源;(四)突出特色發展;(五)配合專案實驗;(六)參加創新評鑑。 三、個案創新促成因素為：(一)九二一地震是個案學校創新的契機; (二)學校外在環境的九年一貫課程的推動、教育創新實驗案的推廣、強調學校本位課程特色因素。(三)學校組織的領導、文化、策略、人力素質因素。 個案創新受九二一地震影響，此一天然災害因素組織無法掌控，唯透過本研究分析探討個案創新歷程、策略及促成因素，能深入瞭解學校創新之相關議題，並提出學校創新建議，供學校創新參考。 關鍵詞： 組織創新 學校創新 學校創新策略 學校創新促成因素 / Such an era of knowledge economy as the 21st century is, “innovation”has become the key for the individuals, teams, and organizations to outdo others while organizational competitiveness and productivity are both boosted relying upon “innovation of organization”. To confront with the challenges of the new era, a school has the need to respond to them vigorously. It is an inevitable subject of the era to schools of all levels how to bring forth innovation to academic outfits to set off their organizational innovation for greater efficacy. Based upon the demands for the era as well as the development of junior high schools of which one is exemplified in Taichung City, Taiwan, to carry out the preliminary test study of “innovation of school”. This paper adopts the unitary case story study of quality and nature by applying the methods of documentary analysis, observation, and in-depth interview to carry on the research, probing, interpretation, and pondering of a junior high school in term of the course of school innovation, strategy, and elements of facilitation. The conducted study sums up the follows: In the course of innovation: 1) Reconstruction of school building; 2) New styles and features of campus; 3) Leadership of school innovation; 4) Formulation of prospects in innovation of school; 5) Development of items of concrete innovation; 6) Formation of innovation team; 7)Introduction of experimental scheme for educational innovation; 8) Announcement of innovation and acceptance of appraisement; 9) Introspection and deepening of innovative course; 10) Establishment of school innovative culture; and 11) Innovation of school culture. For the strategy of case story innovation: 1) Study to set the axis of innovation; 2) Integration of curricular development; 3) Utilization of community area resources; 4) Highlighting development of special features;5) Coordination of special case experiment; and 6) Participation in appraisement of innovation. For the elements of facilitation of case story innovation:1) 921 Earthquake is a turning point of school innovation;2) The factors of leadership, culture, strategy, and manpower quality of internal organization of a school;3) Enforcement of 9-year consistent curricula, application of information technology, extension of experimental scheme of school innovation, and emphasis upon the elements of characteristics in departmental curricula involving off-campus environment. 921 Earthquake is a great influence on the case story innovation . It is a natural disaster that organization can not control.But through this study to discuss the course of school innovation,strategy, and elements of facilitation in case story can understand the issues about school innovation and provide some suggestions for school innovation. Key words: organizational innovation school innovation innovation strategy of school the facilitating elements of school innovation

Diante das provocações de alguns autores quanto ao futuro da escola no século XXI (Canário, Barroso, Nóvoa), buscou-se, por meio de uma pesquisa teórica e empírica, identificar, compreender e analisar a rede das organizações brasileiras que realizam ou promovem mudanças no atual modelo da escola. Para isso, definiram-se quatro invariantes da estrutura escolar: o tempo (Elias), o espaço (Viñao Frago e Escolano), as relações com o saber (Tomaz Tadeu da Silva) e as relações de poder (Weber; Foucault), que na modernidade líquida (Bauman) passam por mudanças. Levantaram-se diversos exemplos atuais de ruptura com os invariantes por meio de investigação direta e indireta, tais como entrevistas, visitas a escolas e projetos, pesquisas em redes sociais, materiais de divulgação e diversas produções culturais que tratam sobre o tema. A fim de compreender os processos de transformação e mudança individuais e coletivos observados, retomou-se bibliografia sobre ação e prática social (Gimeno Sacristán) e teorias de análise setorial (Porter). Para contextualizar historicamente tal processo, comparou-se o atual cenário com o movimento escolanovista do século XX. Desta análise inferiu-se o conceito de movimento educacional, permitindo a constatação de que está em curso atualmente no Brasil um movimento de renovação escolar protagonizado por escolas, fundações, órgãos públicos, startups e produtores culturais. As consequências desse movimento ainda são incertas e, por isso, foram apresentadas aqui algumas tendências. A bibliografia indica a continuidade de um movimento de resistência (Singer), paralelamente a um processo de intensificação das técnicas de governo de si (Ó, Hamilton). Nesse movimento são sugeridas tanto mudanças que alteram superficialmente o modelo escolar quanto outras que propõem mudanças significativas, resultando em novos processos educacionais. Compreendendo a escola como um instrumento de produção das estruturas sociais (Bourdieu e Passeron; Petitat; Vincent, Lahire e Thin), concluiu-se que mudanças profundas na forma escolar implicam transformações antropológicas; ressaltando que os possíveis desdobramentos do movimento dependem de nossas escolhas coletivas, sendo de nossa responsabilidade a construção desse futuro ainda incerto e nunca determinável. / Given the provocation of some authors regarding the future of the school in 21st century (Canário, Barroso, Nóvoa), through a theoretical and empirical research, It was intended to identify, understand and analyze the network of Brazilian organizations that perform or promote changes in the current school model. In order to do so, it was identified four invariants in this model: time (Elias), space (Viñao Frago and Escolano), relations with knowledge (Tomaz Tadeu da Silva), and relations of power (Weber, Foucault), which in the liquid modernity (Bauman) undergo changes. Several current examples of ruptures within the invariants were attained through direct and indirect research, such as: interviews, visits to schools and projects, research on social networks, advertising materials and various cultural productions that deal with the subject. To understand the transformation processes as well the individual and collective work changes, we retrieved literature on action and social practice (Gimeno Sacristan), as well theories of industry analysis (Porter). In order to put this process into historical context, the current scenario was compared to the one of the progressive education movement from the 20th century. From the aforementioned analysis it was inferred the concept of educational movement, which led to the realization that is currently ongoing in Brazil an educational renewal movement leaded by schools, foundations, government agencies, startups and cultural producers. As the outcomes of this movement are still uncertain, here are presented just some of its trends. The literature points to the continuity of a resistance movement (Singer), along with a process of strengthening of the techniques of self-government (Ramos do Ó, Hamilton). Regarding this movement are observed changes that both superficially amend the school model as others that propose significant changes, resulting in new educational processes. Understanding school as an instrument of production of social structures (Bourdieu and Parsseron; Petitat; Vincent, Lahire and Thin), we bring evidences that profound changes in its shape imply Anthropological transformations, and we emphasize that the possible consequences of the movement depends on our collective choices, being our responsibility to build the still uncertain and never determinable future.

本研究旨在瞭解桃園市公立國民中學教師知覺校長正向領導與學校創新經營效能之現況，分析不同個人背景變項及學校環境背景變項的桃園市公立國民中學教師對校長正向領導與學校創新經營效能知覺的差異情形，並探討校長正向領導與學校創新經營效能之間的關係及國中校長正向領導對學校創新經營效能的預測力。 本研究主要採問卷調查法，問卷內容包含「國民中學校長正向領導量表」及「學校創新經營效能量表」，分層隨機抽樣，將學校規模分為大型學校、中型學校、小型學校三類共抽取36所學校，以桃園市公立國民中學教師為施測之母群體，按比例分配抽樣人數，共發出748份問卷，將調查所得資料整理後，獲得有效問卷711份，編碼建檔並以IBM SPSS Statistics 21 中文版進行統計分析，分別採描述統計、獨立樣本t考驗、單因子變異數分析、皮爾遜積差相關及逐步多元迴歸分析等相關統計方法進行資料處理，得出研究結果與歸納結論如下： 一、桃園市國民中學教師知覺校長正向領導現況達到中高程度。 二、桃園市國民中學教師知覺學校創新經營效能現況達到中高程度。 三、桃園市國民中學教師以男性、兼任主任、學校歷史30年以下或 61年以上、學校位於北桃園之背景變項教師對於校長正向領導的 知覺程度較高。 四、桃園市國民中學教師以男性、兼任主任、學校規模49班〈含〉 以上、學校位於北桃園之背景變項教師對於學校創新經營效能的 知覺程度較高。 五、桃園市國民中學校長正向領導與學校創新經營效能為中高度正相 關 六、校長正向領導對學校創新經營效能具有預測力 最後，根據研究結論，提出相關建議，希冀對教育行政主管機關、國中校長、國中教師及後續研究者有所助益。 / The study aimed to investigate the status of public junior high school principals’ positive leadership and effectiveness of school innovation management in Taoyuan City , furthermore, to analyze the differences of perceptions from different background teachers about principals’ positive leadership and effectiveness of school innovation management, and to investigated the predictability of principals’ positive leadership towards effectiveness of school innovation management while this study also examined the relationship among these two variables. The study will first develop the theory and research frame, and then design the research through reviewing literature. The researching tool includes " principals’ positive leadership questionnaire" and " effectiveness of school innovation management questionnaire". The study method,questionnaire survey, used stratified sampling method to sample 36 junior high schools of 748 teachers for the subjects.Totally,711 questionnaires was effective .Survey data，through IBM SPSS Statistics 21，were analyzed by descriptive statistics, t-test, one way ANOVA, Pearson product-moment correlation coefficient, and stepwise multiple regression. The conclusions are summarized as follows: 1.Currently， in Taoyuan City， the perception of public junior high school teachers towards principals’ positive leadership was above average. 2. Currently， in Taoyuan City， the perception of public junior high school teachers towards effectiveness of school innovation management was above average. 3. The perception of public junior high school teachers towards principals’ positive leadership varied due to gender, current position , school history， school location，the difference was significant. 4. The perception of public junior high school teachers towards effectiveness of school innovation management varied due to gender, current position , school location, the difference was significant. 5. Principals’ positive leadership was positively correlated to effectiveness of school innovation management. 6. The predicted relations between principals’ positive leadership and effectiveness of school innovation management were supported. This study made concrete suggestions to educational authorities, junior high school principals, teachers and future related studies based on the findings and results.

Diante das provocações de alguns autores quanto ao futuro da escola no século XXI (Canário, Barroso, Nóvoa), buscou-se, por meio de uma pesquisa teórica e empírica, identificar, compreender e analisar a rede das organizações brasileiras que realizam ou promovem mudanças no atual modelo da escola. Para isso, definiram-se quatro invariantes da estrutura escolar: o tempo (Elias), o espaço (Viñao Frago e Escolano), as relações com o saber (Tomaz Tadeu da Silva) e as relações de poder (Weber; Foucault), que na modernidade líquida (Bauman) passam por mudanças. Levantaram-se diversos exemplos atuais de ruptura com os invariantes por meio de investigação direta e indireta, tais como entrevistas, visitas a escolas e projetos, pesquisas em redes sociais, materiais de divulgação e diversas produções culturais que tratam sobre o tema. A fim de compreender os processos de transformação e mudança individuais e coletivos observados, retomou-se bibliografia sobre ação e prática social (Gimeno Sacristán) e teorias de análise setorial (Porter). Para contextualizar historicamente tal processo, comparou-se o atual cenário com o movimento escolanovista do século XX. Desta análise inferiu-se o conceito de movimento educacional, permitindo a constatação de que está em curso atualmente no Brasil um movimento de renovação escolar protagonizado por escolas, fundações, órgãos públicos, startups e produtores culturais. As consequências desse movimento ainda são incertas e, por isso, foram apresentadas aqui algumas tendências. A bibliografia indica a continuidade de um movimento de resistência (Singer), paralelamente a um processo de intensificação das técnicas de governo de si (Ó, Hamilton). Nesse movimento são sugeridas tanto mudanças que alteram superficialmente o modelo escolar quanto outras que propõem mudanças significativas, resultando em novos processos educacionais. Compreendendo a escola como um instrumento de produção das estruturas sociais (Bourdieu e Passeron; Petitat; Vincent, Lahire e Thin), concluiu-se que mudanças profundas na forma escolar implicam transformações antropológicas; ressaltando que os possíveis desdobramentos do movimento dependem de nossas escolhas coletivas, sendo de nossa responsabilidade a construção desse futuro ainda incerto e nunca determinável. / Given the provocation of some authors regarding the future of the school in 21st century (Canário, Barroso, Nóvoa), through a theoretical and empirical research, It was intended to identify, understand and analyze the network of Brazilian organizations that perform or promote changes in the current school model. In order to do so, it was identified four invariants in this model: time (Elias), space (Viñao Frago and Escolano), relations with knowledge (Tomaz Tadeu da Silva), and relations of power (Weber, Foucault), which in the liquid modernity (Bauman) undergo changes. Several current examples of ruptures within the invariants were attained through direct and indirect research, such as: interviews, visits to schools and projects, research on social networks, advertising materials and various cultural productions that deal with the subject. To understand the transformation processes as well the individual and collective work changes, we retrieved literature on action and social practice (Gimeno Sacristan), as well theories of industry analysis (Porter). In order to put this process into historical context, the current scenario was compared to the one of the progressive education movement from the 20th century. From the aforementioned analysis it was inferred the concept of educational movement, which led to the realization that is currently ongoing in Brazil an educational renewal movement leaded by schools, foundations, government agencies, startups and cultural producers. As the outcomes of this movement are still uncertain, here are presented just some of its trends. The literature points to the continuity of a resistance movement (Singer), along with a process of strengthening of the techniques of self-government (Ramos do Ó, Hamilton). Regarding this movement are observed changes that both superficially amend the school model as others that propose significant changes, resulting in new educational processes. Understanding school as an instrument of production of social structures (Bourdieu and Parsseron; Petitat; Vincent, Lahire and Thin), we bring evidences that profound changes in its shape imply Anthropological transformations, and we emphasize that the possible consequences of the movement depends on our collective choices, being our responsibility to build the still uncertain and never determinable future.

The Master's thesis deals with origin and development of ScioSchools. The theoretical part explains the key concepts. It points to the issues associated with the transformation in education in the world and in our country. Introduces the concepts of alternative, innovative and democratic school. It briefly characterizes the best-known representatives of these types of schools - schools of reform pedagogy, religious schools, modern alternative schools, democratic schools Summerhill and Sudbury Valley. It describes the establishment of ScioSchools, their gradual expansion and introduces the founders. It focuses on main characteristics of ScioSchools with the primary attention on pedagogical principles and values. It explains also the role of guides and the process of their recruitment. Last but not least, the theoretical part describes the cooperation and sharing in the school environment while introducing some of the methods applied. With the use of quantitative and qualitative research the empirical part analyses the collaboration and sharing among ScioSchools with regard to their gradual development. From the perspective of the founder it maps the development of forms used in this system of schools during their existence. By means of questionnaires it evaluates the satisfaction of employees with...

本研究旨在探討臺北縣國民小學學校創新經營實施情況與成效，並分析不同背景變項下，學校創新經營策略運作及實施成效之差異情形，進而瞭解推動學校創新經營的動機、影響學校創新經營之因素與實施學校創新經營遭遇之困難，最後分析學校在推行創新經營所採取之策略，並依結果提出相關建議。 為達上述目的，本研究採用問卷調查法，以「臺北縣國民小學學校創新經營策略之調查問卷」為研究工具，針對2006到2008年InnoSchool獲獎之臺北縣國民小學教育人員為問卷調查研究對象，共寄發出430份問卷，回收有效問卷共347份進行統計分析。此外，亦採取專家訪談法，以「臺北縣國民小學學校創新經營策略之研究」訪談大綱為研究工具，針對2006到2008年InnoSchool獲獎之臺北縣國民小學校長為研究對象進行訪談，共計26位校長，以深入瞭解學校創新經營所運用之策略。 綜合文獻探討與研究結果之發現，歸納可得研究結論如下： 一、臺北縣國民小學學校創新經營策略運作情況屬於良好程度。 二、臺北縣國民小學學校創新經營實施成效屬於良好程度。 三、臺北縣國民小學教育人員在學校創新經營策略運作表現情況，會因性別、學歷、參與方案與否、現任職務的不同而有所差異；在不同服務年資與年齡的教育人員中，其意見頗為一致。 四、臺北縣國民小學教育人員在學校創新經營實施成效知覺程度，因性別、學歷、參與方案與否、現任職務的不同而有所差異；在不同服務年資與年齡的教育人員中，其意見頗為一致。 五、臺北縣國民小學教育人員在學校創新經營策略運作表現情況，會因學校類型、學校歷史、學校位置的不同而有所差異；在不同學校規模的教育人員中，其意見頗為一致。 六、臺北縣國民小學教育人員在學校創新經營實施成效知覺程度，因學校歷史、學校位置有所差異；在不同學校類型與學校規模的教育人員中，其意見頗為一致。 七、促使臺北縣國民小學實施創新經營的動機，以提升學校競爭力為最多。 八、影響臺北縣國民小學實施創新經營的最大因素為校長領導。 九、臺北縣國民小學學校創新經營之最大困難為時間不足、成員參與意願低落及後續經營支援不足。 十、學校運用藍海策略的行動架構時，以消除校園閒置及不適宜空間為最多。 十一、學校運用藍海策略的行動架構時，以降低人員負擔為最多。 十二、學校運用藍海策略的行動架構時，以提升人力為最多。 十三、學校運用藍海策略的行動架構時，以創造學生多元能力為最多。 最後，本研究針對教育行政主管機關、學校與未來研究提出下列建議： 一、教育行政主管機關 （一）可持續推動學校創新經營之競賽與方案。 （二）可持續推動相關政策，以提供學校所須之資源。 二、學校 （一）應持續推動創新經營，並採取適當之策略。 （二）可採取藍海策略的行動架構，以協助學校推動創新經營。 （三）宜提供充裕的時間發展創新，並提升教師參與的意願，以延續學校創新經營。 （四）校長應採取有效的領導方式，以促進學校創新經營的推動。 （五）推動學校創新經營宜以校園環境空間為思考點。 （六）推動學校創新經營應重視人力的提升與素質的培養。 三、未來研究 （一）可擴大研究對象進行調查。 （二）可進一步探討學校創新經營策略運用的成效。 / This research was aimed to investigate the current situations and the effects on school innovation management in Taipei County’s elementary schools, and to analyze the differences between school innovation management strategies and effects in personal variables and school environmental variables. Moreover, the purposes of the research were to understand the motives, influencing factors and the difficulties in school innovation management, and to explore the strategies school adopted during the school innovation management. In order to achieve the purposes of the research, the methods for the research were questionnaire survey and interview. “The questionnaire of school innovation management strategies in Taipei County’s elementary schools” was developed as the research instrument. The samples contained 430 faculties from the InnoSchools in Taipei County from 2006 to 2008. Among them, 347 valid samples were finally collected to be analyzed through the statistical techniques. Furthermore, “The interview outline of school innovation management strategies in Taipei County’s elementary schools” was developed as the research instrument to profoundly examine the school innovation management strategies. The respondents were 26 principals from the InnoSchools in Taipei County from 2006 to 2008. According to the findings of the research, these conclusions were summarized below: 1. The current conditions of school innovation management strategies were good. 2. The current effects of school innovation management were good. 3. The conditions of school innovation management strategies varied significantly from different genders, degrees and positions. Also, participating in InnoSchool or not affected the conditions of school innovation management strategies. But among the faculties from different seniorities and ages, their views on school innovation management strategies were similar. 4. The awareness of effects on school innovation management varied significantly from different genders, degrees and positions. Also, participating in InnoSchool or not affected the awareness of effects on school innovation management strategies. But among the faculties from different seniorities and ages, their views on the effects on school innovation management were similar. 5. The conditions of school innovation management strategies varied significantly from different school types, history and locations. But among the faculties from different school scales, their views on school innovation management strategies were similar. 6. The awareness of effects on school innovation management varied significantly from different school history and locations. But among the faculties from different school types and scales, their views on the effects on school innovation management were similar. 7. The highly motives of school innovation management was to enhance the competitiveness of the school. 8. The key influencing factor in school innovation management was principal’s leadership. 9. The key difficulties in school innovation management were short of time, the willingness of members and the following support. 10. When schools used the four actions framework of Blue Ocean Strategy, the most common strategy was to eliminate vacant space and inappropriate school environment. 11. When schools used the four actions framework of Blue Ocean Strategy, the most common strategy was to reduce the staffs’ burden. 12. When schools used the four actions framework of Blue Ocean Strategy, the most common strategy was to raise human resources. 13. When schools used the four actions framework of Blue Ocean Strategy, the most common strategy was to create students’ multiple abilities. In the end, based on the findings and conclusions of the research, some suggestions were given as below: 1. Suggestions to the educational institutes (1) Promote school innovation management competitions and programs continuously. (2) Promote sustainable policies to provide the resources schools need. 2. Suggestions to schools (1) Promote school innovation management continuously and to take appropriate strategy. (2) Take four action framework of Blue Ocean Strategy to assist schools in promoting the innovative management. (3) Wish to provide sufficient time to develop innovation and enhance the willingness of teachers to participate in order to extend the innovative management. (4) Principals should take effective leadership in order to facilitate the promotion of school innovation management. (5) Carrying out school innovation management should focus on the school environment. (6) School should pay attention to upgrading and training the quality of members. 3. Suggestions to subsequent research (1) The further research may increase the sample numbers to make the results of the research more deducible. (2) The further research can further explore the effectiveness of school innovation management strategies.

Les expériences scolaires menées à Vanves par le Docteur Max Fourestier sont un « lieu de mémoire » de l’histoire de l’éducation physique et sportive du milieu du XXe siècle. Ancré dans Les Trente Glorieuses, ce travail heuristique vise à décrire la place et le rôle des pratiques corporelles au sein des diverses expérimentations (mi-temps pédagogique et sportif, classe de neige, classe de sieste, classe de forêt ou encore tiers-temps pédagogique) conçues à l’école Gambetta et, plus généralement, dans les établissements scolaires vanvéens. Croisant des sources variées et originales, l’étude révèle que le processus inhérent à la renommée de l’œuvre de Max Fourestier tient à quatre facteurs complémentaires. Premièrement, le succès de ces idées novatrices est dû à la personnalité et au parcours de vie de leur créateur, doté d’une aura scientifique. Deuxièmement, Max Fourestier fédère des acteurs locaux et s’appuie sur l’identité de la ville de Vanves qui possède des spécificités politiques, éducatives, médicales et sociales. Troisièmement, le médecin scolaire utilise les réseaux, les structures sociales et les échanges interpersonnels pour convaincre, légitimer et diffuser son projet d’école idéale. Enfin, Max Fourestier s’attache à promouvoir son modèle en tirant profit de la modernité et de la force des médias. Ce travail articule majoritairement ces quatre logiques explicatives pour comprendre la naissance de ces innovations scolaires d’envergure internationale en 1950, leur développement entre 1951 et 1967 et enfin leur déclin à partir de 1968 / School experiments carried out by doctor Max Fourestier in Vanves are "places of memory" in the history of sport and physical education in the middle of the twentieth century. Rooted in the postwar economic boom, this heuristic work aims at describing the place and role of corporal practices in various experimentations (equal division of time between school work and sport, snow class, napping class, forest class or equal division of time between school work, physical education and cultural activities) implemented in school Gambetta and, more generally, in all the schools in Vanves. Blending varied and original sources, the study reveals that the inherent process of Max Fourestier's renowned work comes from four complementary factors. Firstly, the success of these innovative ideas is due to the personality and life path of their creator, who was endowed with a scientific aura. Secondly, Max Fourestier brings together local participants and relies on the identity of the town of Vanves which has specific political, educational, medical and social characteristics. Thirdly, the school doctor uses networks, social structures and interpersonal exchanges to convince, legitimize and spread his ideal school project. Finally, Max Fourestier promotes his model by taking advantage of modernity and the power of the media. This work revolves mainly around these four explanatory logics to understand the birth of these worldwide school innovations in 1950, their development between 1951 and 1967 and eventually their decline from 1968 on.

本研究旨在探討並驗證國民小學教師知識管理、教師組織公民行為與學校創新經營效能之關係。 本研究主要目的為： 一、修訂教師知識管理量表、教師組織公民行為量表以及學校創新經營效能自評量表。 二、了解教師知識管理、教師組織公民行為與學校創新經營效能之關係。 三、探索教師知識管理、教師組織公民行為與學校創新經營效能之現況，並探索增進學校創新經營效能的可行策略。 四、根據教師知識管理、教師組織公民行為與學校創新經營效能的相關文獻與國內的實證研究，提出可供參考的建議。 本研究主要採取「調查研究法」，以新北市與臺北市公立國民小學教師為研究對象，研究工具為研究者修編之「國民小學教師知識管理、教師組織公民行為與學校創新經營效能之關係調查問卷」。發出正式問卷870份，回收可用問卷517份，回收問卷可用率為59.4%。 問卷調查所得資料以SPSS for Windows 12.0版電腦統計套裝軟體進行平均數及標準差統計分析、T考驗、單因子變異數分析及多元逐步迴歸分析等統計方法處理分析。 本研究之研究結果如下： 一、國民小學教師普遍認同學校創新經營效能之效能，且對教師知識管理及教師組織公民行為有正向的知覺。 二、不同職務、不同服務年資、不同學歷的國民小學教師在「教師知識管理」、「教師知識管理」、「教師知識管理」層面的知覺有顯著差異。 三、國民小學教師知識管理、教師組織公民行為與學校效能有直接正相關。 四、國民小學教師知識管理、教師組織公民行為對學校創新經營效能具有正面預測力。

本研究主要目的在分析新北市國民中學校長創新領導行為、教師知識管理能力與學校創新經營效能之關聯。研究採用調查研究法，以新北市之公立國民中學教師為研究對象抽40所學校，計有496位。問卷調查結果採用描述性統計、t考驗、單因子變異數分析、皮爾森積差相關以及多元逐步迴歸等統計方式加以分析。 　　本研究得到下列項結論： 一、新北市國民中學校長創新領導行為情況良好，並以「創造思考」為最佳。 二、新北市國民中學教師知識管理能力表現良好，並以「知識獲取」為最佳。 三、新北市國民中學的學校創新經營效能情況良好，並以「創新學校表現效能」為最佳。 四、新北市國民中學不同性別、現任職務、學校規模之教師在知覺校長創新領導行為上有顯著差異。 五、新北市國民中學不同現任職務、服務年資、學校規模之教師在教師知識管理能力上有顯著差異。 六、新北市國民中學不同現任職務、服務年資、學校規模之教師在知覺學校創新經營效能上有顯著差異。 七、國民中學校長創新領導行為、教師知識管理能力與學校創新經營效能三者間具有正向的關聯。 八、國民中學校長創新領導行為及教師知識管理能力的分層面，對學校創新經營效能有正向的預測作用。 　　最後，根據研究結果提出主要結論與相關建議，以供教育行政機關與國民中學之參酌。 / The purpose of this study is to examine the relationship among principals’ innovative leadership behavior, teachers’ knowledge management capability, and effectiveness of school innovation management. Data were collected from 496 teachers of 40 junior high schools in New Taipei City. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, pearson correlation analysis, and stepwise regression. Conclusions were as follows: 1. The perceptions from the junior high school teachers about principals’ innovative leadership behavior are positive. Furthermore, “creative thinking” is the highest. 2. The perceptions from the junior high school teachers about teachers’ knowledge management capability are positive. Besides “knowledge acquirement” is the highest. 3. The perceptions from the junior high school teachers about effectiveness of school innovation management are positive. “innovative school performance” is the highest in addition. 4. Teachers from different gender, position, and school size in New Taipei City, they had diversely feeling about principle’s innovative leadership behavior. 5. Teachers form different position, seniority, and school size in New Taipei City, their knowledge management capability are obviously difference. 6. Teachers form different position, seniority, and school size in New Taipei City, their perception of school innovative efficiency are obviously diversity. 7. Principle’s innovative leadership behavior, teachers’ knowledge management capability and effectiveness of school innovation management, these three factors had highly positive correlation. 8. The sub-level of the principals’ innovative leadership behavior and teachers’ knowledge management capability can apparently predict the effectiveness of school innovation management. 　　At last, according to the results, this study provides the conclusion and the suggestions particularly for the institution of educational administration and junior high schools.

本研究旨在瞭解目前新北市國民小學校長分布式領導、教師工作壓力與學校創新經營效能的現況，分析不同背景變項下之教師，知覺校長分布式領導、教師工作壓力與學校創新經營效能之差異情形，並探討三者間之關係，最後探討校長分布式領導與教師工作壓力對學校創新經營效能之預測力分析。 本研究採問卷調查法，以新北市之公立國民小學教師為母群體，共計抽樣50所學校，發出800份問卷，回收707份，回收率約達88.4%；有效問卷668份，問卷回收可用率為94.5%。問卷調查結果以描述性統計、t檢定、單因子變異數分析、皮爾遜積差相關及逐步多元迴歸分析等統計方法加以分析與探討。本研究獲致之結論如下： 一、目前新北市國民小學教師知覺校長分布式領導為中高程度，以「領導能量的投 入」得分最高，「營造信任文化」得分最低。 二、目前新北市國民小學教師工作壓力感受為中低程度，以「工作負荷」壓力感受 最高，以「支持系統」壓力感受最低。 三、目前新北市國民小學教師知覺學校創新經營效能為中高程度，以「環境設備創 新效能」得分最高，「行政服務創新效能」得分最低。 四、新北市國民小學教師，因性別、年齡、最高學歷、服務年資、現任職務、校長 最高學歷與校長年資的不同，在知覺校長分布式領導上有顯著差異。 五、新北市國民小學教師，因性別、婚姻狀況、年齡、最高學歷、現任職務、學校 地區、校長年齡、校長最高學歷與校長年資的不同，在知覺教師工作壓力上有 顯著差異。 六、新北市國民小學教師，因性別、年齡、最高學歷、現任職務、學校規模、校長 性別、校長年齡、校長最高學歷與校長年資的不同，在知覺學校創新經營效能 上有顯著差異。 七、新北市國民小學校長分布式領導與教師工作壓力、教師工作壓力與學校創新經 營效能具低(弱)負相關；新北市國民小學校長分布式領導與學校創新經營效能 則具接近高(強)正相關。 八、新北市國民小學校長分布式領導與教師工作壓力對學校創新經營效能有顯著預 測作用，以「適當的變革時機」的預測力最佳。 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參考。 / The main purposes of this research are to understand the current situations of principal’ s distributed leadership, teacher’ s job stress and the effectiveness of school innovation management in elementary schools in New Taipei City, and to analyze the differences of principal’ s distributed leadership, teacher’ s job stress and the effectiveness of school innovation management in terms of principals’ background, teachers’ background and school background in elementary schools. Furthermore, to explore the relationships among principal’ s distributed leadership, teacher’ s job stress and the effectiveness of school innovation management in elementary schools. Finally, to predict the effectiveness of school innovation management by principal’ s distributed leadership and teacher’ s job stress. To achieve the purposes, this research adopts a questionnaire survey and the population are teachers of public elementary schools in New Taipei City. The samples include 50 schools and 800 questionnaires were distributed. There were 707 questionnaires retrieved. The response rate of the questionnaire was 88.4%, and there were 668 valid questionnaires used finally in the statistical analysis, overall the usable rate was 94.5%. A series of statistical methods such as descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, stepwise multiple regression analysis are conducted to analyze the data collected. The conclusions of this research are as follows: 1.The perceptions from the elementary school teachers regarding principal’ s distributed leadership are medium-high level. The item “investment in leadership capacity” was the highest, and the item “a culture of trust” was the lowest. 2.The perceptions from the elementary school teachers regarding teacher’ s job stress are low-medium level. The item “work loads” was the highest, and the item “supporting system” was the lowest. 3.The perceptions from the elementary school teachers regarding the effectiveness of school innovation management are medium-high level. The item “innovative effectiveness of environment equipment” was the highest, and the item “innovative effectiveness of administrative service” was the lowest. 4.There are significant differences among gender, age, academic degree, service period, position, principal’s academic degree, and total service period as a principal in terms of principal’ s distributed leadership. 5.There are significant differences among gender, marriage, age, academic degree, position, school area, principal’s age, principal’s academic degree, and total service period as a principal in terms of teacher’ s job stress. 6.There are significant differences among gender, age, academic degree, position, school size, principal’s gender, principal’s age, principal’s academic degree, and total service period as a principal in terms of the effectiveness of school innovation management. 7.Teacher’ s job stress has low-negative correlation to principal’ s distributed leadership and the effectiveness of school innovation management. Principal’ s distributed leadership is medium-high-positively related to the effectiveness of school innovation management. 8.Both principal’ s distributed leadership and teacher’ s job stress serve a predictive function on the effectiveness of school innovation management, especially in the variable of principal’ s distributed leadership and the dimension of “a turning point”. Based on the above conclusions, some suggestions and references are proposed for educational authorities, principals and teachers of elementary schools, and future research.