The trend of low-birth rate is a crisis for schools to run. Especially for the schools, the doomed disadvantaged ones, in off-shore islands in Penghu County, an archipelagic county in Taiwan, to be closed or merged could be a huge barrier for the education-development. Therefore, to think out the development model of characteristic schools, and make use of the advantages of the small-scale in schools and classes to combine the special natural environment and cultural historical resources, and then construct a special and innovation regional program in order to increase the value of education and operate marginal profits. The purpose of this study is to explore the strategies of characteristic schools¡¦ innovative management and the critical successful factors on the transforming of primary schools in Penghu County. Finally, conclusions and suggestions will be made to find other ways rather than ¡§keep¡¨ or ¡§abolish¡¨ the schools. The study uses the qualitative research with depth interviews as an applied method. We adopt the purposive sampling method, to sample from the principals, teachers (including the mainland and the off-shore islands of Penghu, and the representative areas of townships and cities), superintendents who deal with correlative affairs in educational administration organizations, the specialists and scholars. Our findings can be classified into two parts¡G 1. The critical factors of primary schools transforming into characteristic schools. i. The administration management should stress on the planning and improvement of software and hardware. The leaders must possess the right opinions, and use strategies to cohere common consensus, to make use of teachers¡¦ specialty elastically and give rewards and punishments properly. ii. Special programs and teaching design should be planned by a professional group in an innovative way. The network information platform must be constructed and integrated with teaching. The contents of program should focus on the local characters. iii. Knowledge sharing is important. They must build a learning organization and improve their mental models. The website is the way to be used as the knowledge management platform and the professional capability could be improved by knowledge sharing and invigoration. iv. The integration of strategic alliance¡GSchools are divided by townships to form a characteristic group. The educational circles and industrial circles could become fellowship in a mutual beneficial condition. 2. The strategies of developing characteristic schools and innovation management of primary schools in Penghu County. i. The short-term target¡GThe improvement of the professional skill of teachers, the integration of human resource. ii. The mid-term target¡GTo develop a strategic alliance and construct a learning platform by network. iii. The long-term target¡GTo combine the environmental education and local cultural education and invent a special travel study model. The study also advances that the educational administration organization should subsidize to establish a group to promote the characteristic schools. The schools should become a learning organization and strengthen the strategic alliance between schools. The principal should have a innovative management opinion and to teach by personal example.

本研究旨在探討高級中學校長分布式領導與學校創新經營之現況，不同背景變項教師知覺分布式領導與學校創新經營之差異，高級中學校長分布式領導與學校創新經營之關係，及分布式領導對學校創新經營的預測力。 本研究對象為臺中市公立高級中學學教之教師，以「高中校長分布式領導與學校創新經營調查問卷」為研究工具，正式施測有效樣本共531位。所得資料分別以描述性統計、獨立樣本t考驗、單因子變異數分析、皮爾遜積差相關和逐步多元迴歸等統計方法進行考驗。研究結論如下： 一、公立高級中學教師所知覺的校長分布式領導為中上程度。 二、公立高級中學教師所知覺的學校創新經營屬中上程度。 三、不同背景變項之公立高級中學之教師所知覺的分布式領導有顯著差異。 四、不同背景變項之公立高級中學之教師所知覺的學校創新經營有顯著差異。 五、公立高級中學之校長分布式領導與學校創新經營之間有顯著的正相關。 六、不同程度分布式領導在學校創新經營整體與各構面的表現有差異。 七、校長分布式領導能有效預測學校創新經營。 最後，根據上述結論提出建議，供高級中學教育人員、教育行政機關、及後續研究者進行相關研究之參考，期有裨於學校教育之進步與發展。

本研究旨在瞭解國民小學校長運用品牌領導與學校創新經營關係之指標、內涵與現況，並 且探討與預測其關係，進而建構及驗證其互動模式，並依研究結果提出建議。 首先，進行初步文獻探討，作為本研究之研究架構的理論基礎；其次，實地訪談五位在現 場服務之國民小學校長，並依據教育部編製之九十七年度國民小學名錄中抽樣二十三縣市之公 私立國民小學，回收情形為預試問卷調查80 位國民小學校長，正式問卷269 位國民小學校長， 驗證問卷121 位國民小學校長，共抽樣700 位國民小學校長，總共回收470 份調查問卷，有效 問卷470 份，以分析現況、驗證理論；最後，依據研究結果進行討論與結論建議。研究主要發 現如下： 一、 國民小學校長運用品牌領導與學校創新經營關係的指標、內涵及其現況 （一） 國民小學校長運用品牌領導包括「學校品牌領導架構與流程」、「學校品牌識別與定位」 與「校長實施品牌領導的計畫」三個向度；除分向度「校長實施品牌領導的計畫」向 度得分為高程度外，整體與其他二個分向度得分均為中高，其中以「校長實施品牌領 導的計畫」得分最高。 （二） 國民小學校長之學校創新經營包括「行政管理創新」、「教學專業創新」、「知識管理創 新」、「公共關係創新」、「資訊科技創新」，以及「學校建築創新」六個向度；除「學校 建築創新」向度得分為中高程度，整體與其他向度得分皆為高程度，其中以「公共關 係創新」得分最高。 二、 不同背景變項在國民小學校長運用品牌領導與學校創新經營之差異情形 （一） 不同背景變項在國民小學校長運用品牌領導的得分方面：研究發現在性別、總服務年 資、學校所在區域有顯著差異。 （二） 不同背景變項在國民小學校長之學校創新經營的得分方面：研究發現在性別、總服務 年資有顯著差異。 三、 國民小學校長運用品牌領導與學校創新經營之相關情形 整體國民小學校長運用品牌領導與國民小學校長之學校創新經營間呈顯著中度正相關，國 民小學校長之學校創新經營各分向度中，以行政管理創新與國民小學校長運用品牌領導總量表 之相關程度最高。 四、 國民小學校長運用品牌領導各向度對國民小學校長之學校創新經營的預測情形 國民小學校長運用品牌領導之學校品牌領導架構與流程、學校品牌識別與定位與校長實施 品牌領導的計畫變項對整體國民小學校長之學校創新經營有顯著的預測力。 五、 國民小學校長運用品牌領導各向度對國民小學校長之學校創新經營的互動模式各項適 配度指標良好 上游潛在變項「國民小學校長運用品牌領導」對下游潛在變項「國民小學校長之學校創新 經營」具有顯著的影響力。 最後，本研究根據研究發現，提出相關建議，俾提供教育行政機關、國民小學校長們以及 後續研究參考。 / The main purpose of this study is to investigate the relationship of the elementary school principals utilizing the brand leadership and the school innovative management. This study included literature analysis, interview, and questionnaire survey to be the survey methods. The purpose of literature analysis was aimed to explore the brand leadership and school innovative management. The purpose of interviewing 5 experts was aimed to get more opinion and information about school brand leadership and school innovative management. Based on arranging related theory, document, and opinion, researcher made the questionnaires of this study. The subjects of the questionnaire included the principals of elementary school in 23 cities and counties of Taiwan. The data of this study was analyzed 470 sampling subjects by description statistics, t-test, correlation and ANOVA, Multiple Regression and LISREL model. According to the statistics analysis of the questionnaire, we can get the following results. A. In the aspect of the principals of elementary school utilizing the brand leadership a. The school brand leadership includes three parts, which are (1) the structure and process of school brand leadership, (2) recognizing and stating school brand, (3) principals utilize the plans of brand leadership. Except for the perception of “principals utilize the plans of brand leadership” was high degree of these three parts, other aspects were above average. For all, the best dimension is “principals utilize the plans of brand leadership”. b. Principals’ sexual, total years of servicing, and school site have significant influences on school brand leadership. B. In the aspect of the principals of elementary school operating the school innovative management a. The school innovative management includes six parts, which are (1) the innovation of administration and management, (2) the innovation of professional teaching, (3) the innovation of knowledge management, (4) the innovation of public relationship, (5) the innovation of information technology, (6) the innovation of school building and facilities. Except for the perception of “the innovation of school building and facilities” was above average, other aspects were high degree. For all, the best dimension is “the innovation of public relationship”. b. Principals’ sexual, total years of servicing have significant influences on school innovative management. C. In the aspect of the relationship between the principals of elementary school utilizing the brand leadership and school innovative management a. There was positive correlation and regression existed among the principals of elementary school utilizing brand leadership and school innovative management. b. The principals of elementary school utilizing brand leadership did promote school innovative management. In the last part, according to the findings and results, the researcher proposed some suggestion for the educational officers and the principals of elementary school, hoping to benefit the improvement and development of education of elementary school in the future.

本研究旨在探討新竹地區（新竹縣、市）國民中學學校創新經營、組織公民行為與學校效能之關係。研究採調查研究法，共計抽樣25所學校，發出 650 份問卷，回收 560 份有效問卷，回收率為 86％。資料處理分別以描述性統計、t檢定、單因子變異數分析、積差相關、迴歸分析等統計方法進行統計分析。 本研究獲致下列之結論： 一、國中教師對整體學校創新經營現況知覺程度為中上，其中以「資訊科 技創新經營」感受最佳，「外部環境創新經營」則仍有待努力。 二、國中教師對整體組織公民行為之現況感受為中上程度，其中以「不爭 利營私」最受重視，「認同組織」則有待加強。 三、國民中學整體學校效能的現況尚稱良好，其中以「教師專業成長」最 受重視，「社區認同支持」則有加強的空間。 四、「學校歷史」是影響學校創新經營、組織公民行為與學校效能的重要 背景變項，創校10以內的學校表現較佳。 五、「性別」是影響學校創新經營、組織公民行為與學校效能的重要背景 變項，男性普遍高於女性。 六、「年資」是影響學校創新經營、組織公民行為與學校效能的重要背景 變項，新進5年以內的教師表現較佳。 七、「學歷」是影響學校創新經營、組織公民行為與學校效能的重要背景 變項，一般大學畢業的教師表現普遍較高。 八、「職務」是影響組織公民行為與學校效能的重要背景變項，兼任行政 教師普遍較高。 九、「年齡」是影響組織公民行為的重要背景變項，41歲以上的教師表現 普遍較佳。 十、國中學校創新經營的情況愈佳，教師組織公民行為的情形也愈佳。 十一、國中學校創新經營的情況愈高，則學校效能愈佳。 十二、國中教師組織公民行為愈高，則學校效能也愈佳。 十三、學校創新經營對學校效能具有預測力，而且以行政管理最具預測力 十四、組織公民行為對學校效能具有預測力，而且以認同組織最具預測力 十五、學校創新經營與組織公民行為對學校效能具有預測力，且以分層面 「行政管理創新經營」的預測力最佳。 依據研究之結論，研究者提出具體建議，以供學校及教育行政機關後續提昇學校效能之可行做法，以及未來相關研究之參考。 一、強化資訊網路系統、鼓勵知識分享，以提升學校效能。 二、營造和諧的校園氣氛，公開表揚教師的組織公民行為。 三、重視教師專業成長，確保學校效能的展現。 四、肯定女性教師，提供更多校務參與機會。 五、鼓勵教師參與行政工作，深度認識加強認同。 六、鼓勵勇於創新與改變，營造正向的創新校園。 七、加強教師組織公民行為，對學校的認同，以提昇學校效能。 八、加強與社區互動，爭取社區成員的認同支持。 / The purpose of this study is to explore the relationships between school innovative management and teacher’s organizational citizenship behavior and school effectiveness of junior high schools in Hsin Chu County and Hsin Chu City. Questionnaire survey method is adopted. The samples include 25 schools and 650 questionnaires were distributed. There were 560 valid questionnaires used finally in the statistic analysis and the usable rate is 86%. 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.The current states of school innovative management in junior high school are good. Comparing all dimensions, “information and technology ” is the best; “exterior relationship” is the worst. 2.The whole performance of teacher’s organizational citizenship behavior is good. Among the sectional scores, “the dimension of non-benefit-orientated” is the highest. 3.School effectiveness shows medium-high level, especially “the professional development of teachers.” 4.The “school history” is the most important environment factor to affect school innovative management and teacher’s organizational citizenship behavior. 5.The “gender” is the most important background factor to affect school innovative management, teacher’s organizational citizenship behavior and school effectiveness. 6.The “years of service in education” is the most important background factor to affect school innovative management, teacher’s organizational citizenship behavior and school effectiveness. 7.The “highest of educational diploma” is the most important background factor to affect school innovative management, teacher’s organizational citizenship behavior and school effectiveness. 8.The “position of teacher” is the most important background factor to affect teacher’s organizational citizenship behavior and school effectiveness. 9.The “age” is the most important background factor to affect teacher’s organizational citizenship behavior. 10. The better the school innovative management will be, the more the teacher’s organizational citizenship behavior will be. 11.The higher the level of school innovative management is, the higher level of school effectiveness will be. 12. The more the organizational citizenship behavior will be, the higher the school effectiveness will be. 13. The school innovative management can predict the school effectiveness, and “administration and management” is the primary predictable variable. 14. The teacher’s organizational citizenship behavior can predict the school effectiveness, and “the identifying oneself with the organization” is the primary predictable variable. 15. The school innovative management and the teachers’ organizational citizenship behavior can predict the school effectiveness, and “administration and management” is the primary predictable variable. Findings and conclusion in this research could be used as a reference for sahool,board of education and researchers to promote practice in operation and future research.

本研究旨在探究國民中學教師所知覺的校長知識領導、學校組織學習與學校創新經營效能之關係，根據研究結果提出建議，以做為教育行政機關、國民中學校長，以及未來相關研究之參考。 本研究以桃竹苗四縣市國民中學之教師為對象，採問卷調查法，以「國民中學校長知識領導、組織學習與學校創新經營效能問卷」進行抽樣調查，抽取 450 位教師為樣本，回收 398 份，回收率為 88.4%，以描述統計、t 考驗、單因子變異數分析、積差相關分析、多元逐步迴歸等統計方法加以分析。獲得以下結論： ㄧ、桃竹苗四縣市國民中學整體校長知識領導現況屬良好程度，各層面以 「充實專業領導知能」最好，以「激勵學校成員學習」最差。 二、教師任教年資及教師最高學歷之變項之對於校長知識領導的知覺具有 顯著差異；教師性別、教師職別等變項無顯著差異。 三、不同學校地區、學校規模、學校歷史、校長年齡、校長在該校服務年 資、擔任校長總年資及校長學歷等學校背景變項之教師對於校長知識 領導的知覺具有顯著差異；不同校長性別變項無顯著差異。 四、桃竹苗四縣市國民中學整體組織學習現況屬良好程度，各層面以「資 訊運用」最好，以「團隊學習」最差。 五、不同教師最高學歷背景變項之教師對於學校組織學習的知覺具有顯著 差異；不同教師性別、教師職別變項無顯著差異。 六、不同學校規模、學校歷史、校長性別、校長年齡及校長學歷背景變項 對於組織學習的知覺無顯著差異；校長在該校服務年資、擔任校長總 年資等背景變項有顯著差異。 七、桃竹苗四縣市國民中學整體學校創新經營效能現況屬良好程度，各層 面以「學生表現創新效能」最好，以「行政服務創新效能」層面程度 最後。 八、不同教師任教年資、教師最高學歷變項之教師對於學校創新經營效能 的知覺具有顯著差異；不同教師性別、教師職別等變項無顯著差異。 九、不同學校地區、學校規模、校長性別、校長年齡、校長在該校服務年 資、擔任校長總年資，以及校長最高學歷等背景變項有顯著差異；不 同學校歷史背景變項之教師對於學校創新經營效能的知覺無顯著差異。 十、校長知識領導與學校創新經營效能之間具有正相關；組織學習與學校 創新經營效能之間具有正相關。 十ㄧ、校長知識領導各層面以「激勵學校成員學習」、「建立合作信任關 係」、「展現知識創新行動」對學校創新經營效能具有預測力，總解釋 變異量為 34.6%。 十二、組織學習「系統思考」、「團隊學習」、「資訊運用」及「溝通交流」 四層面對整體學校創新經營效能均具有預測力，總解釋變異量為 77.7%。 十三、校長知識領導與組織學習對學校創新經營效能之聯合預測， 共有「系統思考」、「團隊學習」、「資訊運用」、「溝通交流」、「激勵 學校成員學習」及「建立合作信任關係」六個層面對整體學校創新 經營效能具有預測力，總解釋變異量為79.5%。 最後，根據研究結果提出下列幾點建議： ㄧ、對教育行政機關的建議 (一)規劃知識領導相關課程及訓練，加強校長知識領導能力。 (二)領導知識領導特質之校長。 (三)實質鼓勵教師兼任行政工作。 (四)辦理降低班級學生人數政策，有效紓解都會區學校壓力。 (五)提供校長更多進修與研習機會，持續增進校長領導知能 二、對國中校長的建議 (ㄧ)建立組織學習的觀念及推動共識。 (二)營造良好的學習型學校環境。 (三)激勵新進、年輕、新血輪加入行政行列：培養學習型領導人才，建立新 的領導力。 (四)發展學校特色。 三、進一步研究建議 (ㄧ)研究對象可納入不同層級。 (二)納入其他研究變項。 (三)在研究內容方面。 / The main objective of this study is to investigate the relationship among principals’ knowledge leadership, teachers’ organizational learning, and school innovative management effectiveness which teachers perceive, and to propose suggestions based on the results, for the reference of educational administration authorities, junior high school principals, and relevant future studies. In this study, faculty of junior high schools in Taoyuan,、Hsinchu and Miaoli Area is picked as subjects and questionnaire survey is adopted. The researcher formulates “junior high school principals’ knowledge leadership, teachers’ organizational learning, and school innovative management effectiveness questionnaire,” and randomly selects 450 teachers as samples. In a rate of 88.4%, 398 replies are returned and then analyzed in methods of descriptive statistics, t-test, one-way ANOVA, product-moment correlation analysis and stepwise multiple regression. The following conclusions are obtained: 1.The present situation of principals’ change leadership is up to fine level. Among all the aspects, “enriching the professional competency” ranks to top,while”encouraging school members for learning” ranks otherwise. 2.Teachers ‘ age and higher degree perceive principals’ knowledge leadership significantly differently; while teachers of other variables such as gender, age, and service seniority show no significant difference. 3.Different school district ,、school size 、school history 、principal’ age local seniority, total seniority and education background perceive principals’ knowledge leadership significantly differently; while teachers of other variables such as gender shows no significant difference. 4.The present situation of teachers’ organizational learning is up to fine level. Among all the aspects, “information usage” ranks to the top, while “team learning” ranks otherwise. 5.Teachers of different demographic variables such as education level perceive teachers’ organizational learning significantly differently; while the variable of gender and duties shows no significant difference. 6.Teachers of different demographic variables such as school size and principals’ education level perceive teachers’ organizational commitment significantly differently; while some other variables such as school history; principals’ gender, age, local seniority, and total seniority show no significant difference. 7.The present situation of school innovative management effectiveness is up to fine level. Among all the aspects, “innovative effectiveness of pupil performance” ranks to the top, while “innovative effectiveness of administrative service” ranks otherwise. 8.Teachers different seniority and the highest degree perceive school innovative management effectiveness significantly differently; while teachers of other variables such as gender, duties show no significant difference. 9.Teachers of some demographic variables such as school district 、school size 、 principals’ gender、 age、 local seniority, total seniority and the highest degree perceive school innovative management effectiveness significantly differently; while some other variables such as school size; principals’ gender, local seniority, total seniority, and education level show no significant difference. 10.Principals’ knowledge leadership is positively related to school innovative management effectiveness; teachers’ organizational learning is also positively related to school innovative management effectiveness. 11.Principals’ knowledge leadership is most predictable for “to encourage school members learning” and “to establish the relation of trust cooperation” among all the aspects of principals’ knowledge leadership, accounting for 34.6% of total variance. 12.Teachers’ organizational learning is predictable for each aspect, including “system thinking,” “team learning,” “information usage,”and ‘communtion” accounting for 77.7% of total variance. 13.When combining principals’ knowledge leadership and teachers’ organizational learning, school innovative management effectiveness is predictable for six aspects, including “system thinking,” “team learning,” ““information usage ‘communtion” “to encourage school members learning” and “to establish the relation of trust cooperation”” accounting for 79.5% of total variance. Finally, based on the results, the following suggestions are proposed: 1.Suggestions for educational administration authorities (1)Arrange related courses and trainings of knowledge leadership to improve principals’ ability of knowledge leadership (2)Lead the principals of knowledge leadership (3)Encourage teachers to serve as administratine duties (4)Reduce the number of classes students and solve the metropolitan area Academic pressure (5)Provide Principals more education and learning opportunities 2. Suggestions for principals in junior high schools （1）To establish the concept of organizational learning and the promotion of consensus （2）To create a good learning school environment （3）Stimulate new, young, new blood to join the executive ranks: the culture of learning leadership talent, and create a new Leadership （4）Development of school characteristics 3.Suggestions for further studies （1）Included different levels （2）Increase the other variables （3）To strengthen research content

本研究旨在瞭解當前國民小學組織動態能耐、組織健康氣候與學校創新經營之現況；分析不同背景變項在國民小學組織動態能耐、組織健康氣候與學校創新經營之差異；探討國民小學組織動態能耐、組織健康氣候與學校創新經營之關係；研究國民小學組織動態能耐、組織健康氣候與學校創新經營之預測分析；與推論國民小學組織動態能耐、組織健康氣候與學校創新經營之路徑關係。 本研究採取文獻分析法及問卷調查法。根據文獻資料架構理論基礎，編製「國民小學組織動態能耐、組織健康氣候與學校創新經營調查問卷」，依全省分北、中、南、東四大區域，共抽取93所國小，合計1408位國小教師，對於國民小學組織動態能耐、組織健康氣候與學校創新經營之看法。回收資料經由描述性統計、變異數分析、相關分析、逐步多元迴歸，以及LISREL潛在變項模式等統計方法，所得研究結果如下： 一、國民小學組織動態能耐以「科技應用」為最高，其次為「創新學習」、「學校定位」及「知識管理」，而「行政整合」相對較低。 二、國民小學組織健康氣候以「教師的凝聚力」最高，其次為「同儕領導」、「資源的影響性」及「重視學業成就」，而「機構主體性」相對較低。 三、學校創新經營以「資訊科技創新經營」最高，其次為「外部關係創新經營」、「行政管理創新經營」及「教學分享創新經營」，而「校園規劃創新經營」相對較低。 四、年長、資深及兼任行政之教師所知覺的整體組織動態能耐、組織健康氣候及學校創新經營的程度較高。 五、私立學校之教師所知覺的整體組織動態能耐、組織健康氣候及學校創新經營的程度較高。 六、位於都市、小型學校及新設學校所知覺的整體組織動態能耐、組織健康氣候及學校創新經營的程度較高。 七、組織動態能耐、健康氣候與學校創新經營間具有高相關。 八、組織動態能耐與健康氣候能有效預測學校創新經營。 九、國民小學組織動態能耐、組織健康氣候與學校創新經營量表之二階驗證性因素分析模式適配度佳。 十、組織動態能耐透過組織健康氣候，有助於推動學校創新經營。 研究者依以上研究結果，分別針對主管教育行政機關、校長、教師以及未來研究者提出若干建議。茲分述如下： 壹、對於主管教育行政機關之建議 一、將動態能耐健康氣候學校創新經營納入學校評鑑指標 二、以辦學績效為指標來調整公私立學校的教育資源分配 三、為老舊學校重新注入一股新的活力以提升其創新能耐 貳、對於學校校長之建議 一、安排年長與資深教師協助新進教師經驗傳承 二、提供教師充足的教學資源與協助其專業成長 三、營造有創意的活力校園與人性化的健康校園 四、不因少數家長無理的要求而改變既有的政策 五、透過行銷策略建立學校品牌和提升學校形象 參、對於學校教師之建議 一、應用資訊及網路科技融入教學以增進教學效能 二、由校園資訊與通訊科技平台分享教學相關資訊 三、掌握外在環境的快速變遷建立獨特的創新能耐 肆、對於未來研究者之建議 一、研究對象可再擴大 二、研究議題加深加廣 三、研究方法可更多元 關鍵字：國民小學、組織動態能耐、組織健康氣候、學校創新經營 / The main purposes of this study are: (1) to understand the present condition of dynamic capabilities, organizational health climate, and school innovative management in the elementary school; (2) to analyze the diversity of different background variables in dynamic capabilities, organizational health climate, and school innovative management in the elementary school; (3) to discuss the relationships between dynamic capabilities, organizational health climate, and school innovative management in the elementary school; (4) to investigate the Predicted Analysis of dynamic capabilities, organizational health climate, and school innovative management in the elementary school; (5) to conclude the path relationships between dynamic capabilities, organizational health climate, and school innovative management in the elementary school. The present study applied literature analysis and questionnaire survey method. According to related literature, the theoretical foundation was constructed and 「Elementary School Dynamic Capabilities, Organizational Health Climate, and School Innovative Management Survey Questionnaire」was organized. Ninety-three elementary schools were chosen randomly from north, central, south, and east regions in Taiwan. Totally there were 1408 elementary school teachers. Subjects’ viewpoints about Elementary School dynamic capabilities, organizational health climate, and school innovative management were collected. The data were analyzed by Descriptive Statistic, ANOVA, Correlation Analysis, Stepwise regression, and LISREL8.71.The results are shown below: 1.About dynamic capabilities in the elementary school , technology application is the highest，then innovative learning, school positioning, and knowledge management. And administrative integration is comparatively lower than the others. 2.About organizational health climate, teacher affiliation is the highest, then collegial leadership, influence of resources, and emphasis on academic achievement. Subjectivity of institution is comparative lower than the others. 3.About school innovative management, information technology innovative management is the highest, then external relationship innovative management, administrative management innovative management, and teaching sharing innovative management. And campus planning innovative management is comparatively lower than the others. 4.Teachers, who are senior, experienced, or have administrated jobs, perceive dynamic capabilities, organizational health climate, and school innovative management higher than young, unexperienced teachers. 5.Private school teachers’ perception of dynamic capabilities, organizational health climate, and school innovative management is higher than public school teachers. 6.Teachers’ perception about integral dynamic capabilities, organizational health climate, and school innovative management is higher when they teach in urban, small-scale, and newly-built schools. 7.There is high correlation association between dynamic capabilities, organizational health climate, and school innovative management. 8.Dynamic capabilities and organizational health climate can effectively predict school innovative management. 9.The fit measures of the two-order confirmatory factor analysis model of dynamic capabilities, organizational health climate, and school innovative management is good. 10.By organizational health climate, dynamic capabilities can promote school innovative management According to studied results, some suggestions are addressed for educational administrated institutions, principals, teachers, and future researchers. 1.For educational administrated institutions （1）Bring dynamic capabilities, health climate, and school innovative management into school evaluation indicators. （2）Allot educational resources for public and private schools by school achievement. （3）Rebirth old schools and promote their innovative capabilities. 2.For principals （1）Create opportunities for senior and experienced teachers to share and pass down their experience. （2）Provide teachers with sufficient teaching resources and help them to advance professional development. （3）Construct creative, animate, humanistic, and health campus. （4）Do not change prime policies due to some parents’ unreasonable demands. 3.For school teachers （1）Integrate information and Internet technology into teaching to enhance teaching efficiency. （2）Share teaching resources through campus information platform. （3）Know the outside environment is changed in high-velocity and create unique innovative capabilities. 4.For future researchers （1）There should be more subjects. （2）Researched issue can be deeper and broader. （3）Researched methodologies can be more multi-dimentional. Keyword：the elementary school, organizational dynamic capabilities, organizational health climate, school innovative management

本研究旨在探究國民中學教師所知覺的校長變革領導、教師組織承諾與學校創新經營效能之關係，根據研究結果提出建議，以做為教育行政機關、國民中學校長，以及未來相關研究之參考。 本研究以臺北市立國民中學之教師為對象，採問卷調查法，以「國民中學校長變革領導、教師組織承諾與學校創新經營效能問卷」進行抽樣調查，抽取541位教師為樣本，回收415份，回收率為76.7%，以描述統計、t考驗、單因子變異數分析、積差相關分析、多元逐步迴歸等統計方法加以分析。獲得以下結論： ㄧ、臺北市國民中學整體校長變革領導現況屬良好程度，各層面以「提升危機意識」最好，以「組織變革團隊」最後。 二、不同學歷及擔任職務背景變項之教師對於校長變革領導的知覺具有顯著差異；不同教師性別、教師年齡及教師服務年資等變項無顯著差異。 三、不同學校規模、學校歷史、校長年齡、校長在該校服務年資、擔任校長總年資及校長學歷等學校背景變項之教師對於校長變革領導的知覺具有顯著差異；不同校長性別變項無顯著差異。 四、臺北市國民中學整體教師組織承諾現況屬良好程度，各層面以「努力意願」最好，以「留職傾向」最後。 五、不同教師年齡、教師最高學歷、教師服務年資及教師擔任職務等背景變項教師對於教師組織承諾的知覺具有顯著差異；不同教師性別變項無顯著差異。 六、不同學校規模及校長最高學歷背景變項之教師對於教師組織承諾的知覺具有 顯著差異；不同學校歷史、校長性別、校長年齡、校長在該校服務年資、擔任校長總年資等背景變項無顯著差異。 七、臺北市國民中學整體學校創新經營效能現況屬良好程度，各層面以「學生活動創新效能」最好，以「課程教學創新效能」層面程度最後。 八、不同教師擔任職務背景變項之教師對於學校創新經營效能的知覺具有顯著差異；不同教師性別、教師年齡、教師最高學歷及教師服務年資等變項無顯著差異。 九、不同學校歷史及校長年齡背景變項之教師對於學校創新經營效能的知覺具有顯著差異；不同學校規模、校長性別、校長在該校服務年資、擔任校長總年資，以及校長最高學歷等背景變項無顯著差異。 十、校長變革領導與學校創新經營效能之間具有正相關；教師組織承諾與學校創新經營效能之間具有正相關。 十ㄧ、校長變革領導各層面以「形塑學校文化」及「營造變革環境」對學校創新經營效能具有預測力，總解釋變異量為42.3%。 十二、教師組織承諾「留職傾向」、「努力意願」及「組織認同」三層面對學校創新經營效能均具有預測力，總解釋變異量為36.2%。 十三、校長變革領導與教師組織承諾對學校創新經營效能之聯合預測，共有「形塑學校文化」、「努力意願」、「留職傾向」、「營造變革環境」及「組織認同」五個層面對整體學校創新經營效能具有預測力，總解釋變異量為50.1％。 最後，根據研究結果提出下列幾點建議： ㄧ、對教育行政機關的建議 (一)規劃變革領導相關課程及訓練，提昇新任校長變革領導能力。 (二)多挹注相關資源給小型及老舊學校，以強化學校競爭力。 (三)鼓勵資深且治校有方之校長至亟須大力整頓之小校或老校服務，以救亡圖存，提升學校創新經營效能。 二、對國中校長的建議 (ㄧ)洞悉學校發展需求，掌握時機節奏進行變革領導。 (二)拔擢人才充分溝通，將組織發展目標與個人發展目標相結合。 (三)鼓勵教師在職進修與時俱進，與學校之各項變革相契合。 (四)發揮教師社群力量，授權學歷高有意願教師帶動學校課程與教學創新。 (五)落實教學輔導照顧資淺教師，發揮老幹新枝經驗傳承的力量，並強化組織承諾與留職傾向。 (六)設立各項教師獎勵措施，激勵教師內外在成就動機，增強對學校向心力。 (七)積極爭取經費與各項資源，改善硬體設備，打造嶄新優質的學校環境。 (八)建構各項創新變革方案回饋循環模式，營造創意的學校文化。 / The main objective of this study is to investigate the relationship among principals’ change leadership, teachers’ organizational commitment, and school innovative management effectiveness which teachers perceive, and to propose suggestions based on the results, for the reference of educational administration authorities, junior high school principals, and relevant future studies. In this study, faculty of junior high schools in Taipei City is picked as subjects and questionnaire survey is adopted. The researcher formulates “junior high school principals’ change leadership, teachers’ organizational commitment, and school innovative management effectiveness questionnaire,” and randomly selects 541 teachers as samples. In a rate of 76.7%, 415 replies are returned and then analyzed in methods of descriptive statistics, t-test, one-way ANOVA, product-moment correlation analysis and stepwise multiple regression. The following conclusions are obtained: 1. The present situation of principals’ change leadership is up to fine level. Among all the aspects, “raising the sense of danger” ranks to the top, while “organizing teams for change” ranks otherwise. 2. Teachers bearing different education backgrounds and duties perceive principals’ change leadership significantly differently; while teachers of other variables such as gender, age, and service seniority show no significant difference. 3. Teachers of different demographic variables such as school size and history; principals’ age, local seniority, total seniority, and education background perceive principals’ change leadership significantly differently; while the variable, principals’ gender, shows no significant difference. 4. The present situation of teachers’ organizational commitment is up to fine level. Among all the aspects, “desire for putting efforts” ranks to the top, while “tendency to retain the job” ranks otherwise. 5. Teachers of different demographic variables such as age, education level, service seniority, and duties perceive teachers’ organizational commitment significantly differently; while the variable of gender shows no significant difference. 6. Teachers of different demographic variables such as school size and principals’ education level perceive teachers’ organizational commitment significantly differently; while some other variables such as school history; principals’ gender, age, local seniority, and total seniority show no significant difference. 7. The present situation of school innovative management effectiveness is up to fine level. Among all the aspects, “innovative effectiveness of pupil activity” ranks to the top, while “innovative effectiveness of course and instruction” ranks otherwise. 8. Teachers bearing different duties perceive school innovative management effectiveness significantly differently; while teachers of other variables such as gender, age, education level, and seniority show no significant difference. 9. Teachers of some demographic variables such as school history and principals’ age perceive school innovative management effectiveness significantly differently; while some other variables such as school size; principals’ gender, local seniority, total seniority, and education level show no significant difference. 10. Principals’ change leadership is positively related to school innovative management effectiveness; teachers’ organizational commitment is also positively related to school innovative management effectiveness. 11. School innovative management effectiveness is most predictable for “to shape school culture” and “to establish change environment” among all the aspects of principals’ change leadership, accounting for 42.3% of total variance. 12. Teachers’ organizational commitment is predictable for each aspect, including “tendency to retain the job,” “desire for putting efforts,” and “approval of organization,” accounting for 36.2% of total variance. 13. When combining principals’ change leadership and teachers’ organizational commitment, school innovative management effectiveness is predictable for five aspects, including “to shape school culture,” “desire for putting efforts,” “tendency to retain the job,” “to establish change environment,” and “approval of organization,” accounting for 50.1% of total variance. Finally, based on the results, the following suggestions are proposed: 1. Suggestions for educational administration authorities (1)Arrange related courses and trainings of change leadership to improve newly nominated principals’ ability to lead changes. (2)Invest more relevant resources to small or old schools to make them more competitive. (3)Encourage senior principals who are good at management to aid small or old schools in need, for saving and improving their innovative management effectiveness. 2. Suggestions for principals in junior high schools (1)Understand what is required for school development thoroughly, and seize the timing for processing change leadership. (2)Select talented people, communicate sufficiently, and combine organizational and personal goals of development. (3)Encourage teachers to take in-service education to catch up the pace of the times, and to better cooperate with changes applied at school. (4)Fulfill the power of teachers’ community through authorizing highly educated and willing ones to promote innovation of courses and instructions. (5)Perform instructive guidance and assistance to help less senior teachers, pass on experiences, and strengthen organizational commitment and tendency to retain the job. (6)Establish reward system to inspire teachers’ both inner and outer motivation, and enhance the centripetal force to their school. (7)Actively endeavor to obtain money and resources and improve hardware to build quality environment. (8)Establish circulating feedback pattern of innovative change blueprints to produce creative atmosphere of school.

本研究旨在建構並驗證高中職學校分布式領導、教師專業社群與學校創新經營效能之模式，並比較不同教師背景變項及學校環境變項的差異，依據研究所得結論，分別對教育行政機關、學校及教師提出建議，以做為推展校長分布式領導、促進教師專業社群運作，及提升學校創新經營效能之參考。 本研究使用問卷調查法，以單因子變異數分析、皮爾森積差相關、多元迴歸、結構方程模式等統計方法，探討高中職學校分布式領導、教師專業社群與學校創新經營效能之關係及模式驗證。透過文獻的蒐集與探討，提出本研究的研究架構和徑路關係模式圖。研究對象為國立高中職學校995 位教師；研究工具為研究者自編之校長分布式領導、教師專業社群與學校創新經營效能關係之調查問卷。 經由統計分析與討論，本研究獲得以下結論： 一、教師對校長分布式領導、教師專業社群與學校創新經營效能的知覺是正向的。 二、部分教師背景變項與學校環境變項的教師對校長分布式領導、教師專業社群與學校創新經營效能的知覺具有顯著差異。 三、校長分布式領導、教師專業社群與學校創新經營效能三者之間具有關聯性。 四、校長分布式領導、教師專業社群對學校創新經營效能均具有預測力。 五、本研究所建構的結構模式具有良好的適配度，校長分布式領導、教師專業社群對學校創新經營效能均具有顯著直接效果。 關鍵詞：分布式領導、教師專業社群、學校創新經營效能

本研究旨在探討高級中等學校分布式領導、學校創新經營與學校效能的現況及其彼此之關係。採用調查研究法，編製「高級中等學校分布式領導、學校創新經營與學校效能關係問卷」進行資料的蒐集，以臺灣地區公私立高級中等學校教師為研究對象，依學校類型、學校屬性、學校規模、所在區域等四種標準，分層抽取86所學校，共發出1192份問卷，回收1103份，回收率為92.5%，扣除無效問卷後，有效問卷為1052份。使用SPSS 18.0 for Windows及AMOS18.0 for Windows套裝軟體，進行描述性統計、因素分析、相關分析、t 考驗、變異數分析及結構方程模式等統計方法，獲得以下結論： 一、 「清晰的組織結構和績效責任」、「校園環境創新」、「行政公關績效」分別最能呈現高級中等學校分布式領導、學校創新經營、學校效能之效果。 二、 高級中等學校分布式領導、學校創新經營與學校效能現況屬於中高程度，分別以「營造信任的文化」、「外部關係創新」、「教師專業展能」得分最高，「清晰的組織結構與績效責任」、「校園環境創新」、「學生整體表現」得分最低。 三、 不同背景變項高級中等學校教師所知覺分布式領導現況達顯著差異者為：高中高於高職，私立學校高於公立學校，女性校長的學校高於男性校長，男性教師高於女性教師，51歲以上教師高於31-40歲、41-50歲的教師，服務21年 (含)以上的資深教師高於6-10年的教師，擔任主任者高於組長、導師與專任教師，大學學歷的教師高於研究所以上學歷的教師。 四、 不同背景變項高級中等學校教師所知覺學校創新經營現況達顯著差異者為：高中優於高職，私立學校高於公立學校，女性校長的學校高於男性校長的學校，男性教師高於女性教師，51歲以上教師高於31-40歲的教師，擔任主任者高於組長、導師與專任教師。 五、 不同背景變項高級中等學校教師所知覺學校效能現況達顯著差異者為：高中優於高職，私立學校高於公立學校，女性校長的學校高於男性校長的學校，51歲以上教師高於30歲以下、31-40歲、41-50歲的教師，服務21年 (含)以上的資深教師高於6-10年、11-15年的教師，擔任主任者高於組長、導師與專任教師。 六、 學校所在地區、學校規模、校長學歷、擔任校長年資四個背景變項不同之教師，所知覺高級中等學校分布式領導、學校創新經營、學校效能皆無顯著差異。 七、 高級中等學校分布式領導、學校創新經營與學校效能三者，兩兩之間皆為高度正相關。 八、 高級中等學校分布式領導可透過學校創新經營，增強對學校效能的正向影響力。分布式領導各層面對學校創新經營、對學校效能皆以「領導能量的投入」具有最大間接效果，其次依序為「清晰的組織結構和績效責任」、「自信推動變革的領導者」、「營造信任的文化」。學校創新經營各層面對學校效能的間接效果值由高而低依序為「課程活動創新」、「校園環境創新」、「外部關係創新」、「行政管理創新」。 最後，依據研究結論提出建議，供主管教育行政機關、學校及未來研究之參考。 / The purpose of this study is to probe into not only the current situation of distributed leadership, school innovative management and school effectiveness, but also their relationships with each other. With survey research method, a questionnaire entitled The Relationships Between Distributed Leadership, School Innovative Management and School Effectiveness in Senior High Schools is applied to gather data from public and private high school teachers in Taiwan area. By employing the stratified random sampling method, there are 1,192 questionnaires sent out to 86 schools, based on their type, attribute, scale, and location. There are 1,103 questionnaires retrieved, making the response rate 92.5%, and there are 1,052 valid questionnaires after invalid ones deducted. The packages SPSS 18.0 for Windows and AMOS 18.0 for Windows are adopted to carry out descriptive statistics, factor analysis, Pearson correlation analysis, t-test, one-way ANOVA, and structural equation modeling. The findings of this study are as follows: 1. “Definite organizational structure and performance responsibility,” “The innovation of campus environment,” and “The performance of administrative public relations” can best manifest the effects of distributed leadership, school innovative management and school effectiveness, respectively, in senior high schools. 2. The current situation of distributed leadership, school innovative management and school effectiveness in senior high schools belongs to high-intermediate level, with “Build the trustworthy culture,” The innovation of external relations,” and “The abilities of teachers’ professional development” attaining top marks, respectively, and “Definite organizational structure and performance responsibility,” “The innovation of campus environment,” and “Students’ overall performance” scoring the lowest, respectively. 3. Some significant differences toward the current situation of distributed leadership perceived by senior high school teachers with different background variables are: senior high schools higher than vocational high schools, private schools higher than public schools, schools with female principals higher than those with male principals, male teachers higher than female teachers, teachers older than 51 years of age higher than those of 31-40 years old or 41-50 years old, senior teachers with at least 21 years of teaching experience higher than those with 6-10 years, serving as directors higher than section chiefs, homeroom teachers and full-time teachers, and teachers with undergraduate degrees higher than those with graduate degrees. 4. Some significant differences toward the current situation of school innovative management perceived by senior high school teachers with different background variables are: senior high schools higher than vocational high schools, private schools higher than public schools, schools with female principals higher than those with male principals, male teachers higher than female teachers, teachers older than 51 years of age higher than those of 31-40 years old , and serving as directors higher than section chiefs, homeroom teachers and full-time teachers. 5. Some significant differences toward the current situation of school effectiveness perceived by senior high school teachers with different background variables are: senior high schools higher than vocational high schools, private schools higher than public schools, schools with female principals higher than those with male principals, teachers older than 51 years of age higher than those under 30 years old, 31-40 years old or 41-50 years old, senior teachers with at least 21 years of teaching experience higher than those with 6-10 years or 11-15 years, and serving as directors higher than section chiefs, homeroom teachers and full-time teachers. 6. Toward distributed leadership, school innovative management and school effectiveness in senior high schools, there is no significant difference perceived by teachers of four different background variables--school location, school scale, principals’ academic degrees, and duration as principals. 7. There is a highly positive correlation between distributed leadership, school innovative management and school effectiveness in senior high schools. 8. Distributed leadership in senior high schools can reinforce positive influence on school effectiveness through school innovative management. As regards all aspects of distributed leadership, the very one that has the most indirect effects on both school innovative management and school effectiveness is “The input of leadership,” and other aspects in sequence are “Definite organizational structure and performance responsibility,” “The leader confidently pushing for reforms,” and “Build the trustworthy culture.” All aspects’ top-down values of the indirect effects of school innovative management on school effectiveness are “The innovation of curricular activities,” “The innovation of campus environment,” ”The innovation of external relations,” and “The innovation of administrative management.” Finally, according to the conclusions of this study, some suggestions are proposed for the educational executive organizations, schools, and the reference of future study.

本研究旨在探討宜蘭縣國民中學校長分布式領導、學校創新經營與教師教學效能之現況，剖析不同背景變項在校長分布式領導、學校創新經營與教師教學效能間之差異情形，進而探尋校長分布式領導、學校創新經營對教師教學效能滿意程度上的預測力；最後根據研究結果，提出建議。 為達上述研究目的，本研究採用問卷調查法，以宜蘭縣公立國民中學24所之正式教師、代理教師、特教教師(不含實習教師、代課教師)為研究對象，以分層隨機抽樣方式，共計發出600份問卷調查，回收率達92%，其中可用問卷達87.3%。並利用SPSS Statistics 18.0 統計套裝軟體進行各項統計及分析，獲得以下結論： 一、宜蘭縣國民中學教師知覺校長分布式領導為中高程度，以「清晰的結構與績效責任」之知覺程度為最高，「自信與自我謙遜的校長職位」之知覺程度為最低。 二、宜蘭縣國民中學教師知覺學校創新經營為中高程度，以「資訊科技創新經營」之知覺程度為最高，「外部環境創新經營」之知覺程度為最低。 三、宜蘭縣國民中學教師有中高程度的教師教學效能，以「教學氣氛」之表現程度為最高，「教學策略」之表現程度為最低。 四、宜蘭縣國民中學教師，因其年齡、服務年資、擔任職務及學校歷史之不同，而有不同的校長分布式領導知覺感受。 五、宜蘭縣國民中學教師，因其服務年資、擔任職務及學校歷史之不同，而有不同的學校創新經營知覺感受。 六、宜蘭縣國民中學教師，因其年齡、服務年資、教育背景及學校歷史之不同，而有不同的教師教學效能表現。 七、宜蘭縣國民中學校長分布式領導、學校創新經營與教師教學效能的知覺及各分層面，彼此之間具有正相關關係。 八、宜蘭縣國民中學校長分布式領導、學校創新經營對教師教學效能具有預測作用，以學校創新經營之「課程與教學創新經營」的預測力最佳。 / This research focuses on exploring current School Principal’s Distributed Leadership, School Innovative Management, and Teacher Teaching Effectiveness in Yilan Junior High Schools. This involves dissecting the effect of different external variables on distributed leadership, Innovative Management, and Teacher Teaching Effectiveness, and subsequently explores the level of predictability of Distributed Leadership and School Innovative Management on Teacher Teaching Effectiveness. Last but not least, actionable recommendations are provided based on insightful findings。 To achieve the research objective above, formal surveys were given and collected on full-time, full-time substitute, special education teaching staff across 24 Junior High Schools in Yilan. Using stratified random sampling method, 600 surveys were sent out with 92% reply rate, and with 87.3% surveys used for final analysis. The research uses SPSS Statistics 18.0 software to calculate related statistical results and analysis insights with the following conclusions: 1.Teaching staff across Yilan Junior High Schools consider School Principal’s Distributed Leadership Level as Medium to High, with the highest awareness in “Clear Structure and Accountability”, and lowest awareness in “Confidence and Modesty” 2.Teaching staff across Yilan Junior High Schools consider School Innovative Management as Medium to High, with the highest awareness in “Information Technology Innovation Management” and the lowest awareness in “External Environment Innovation Management” 3.Teaching Staff across Yilan Junior High Schools receive Medium to High level of Teacher Teaching Effectiveness. With the highest awareness in “Teaching Environment” and lowest awareness “Teaching Strategy” having the lowest awareness 4.There were variations in perspective of School Principal’s Distributed Leadership among teaching staff in Yilan as the result of differences in Age, Tenure, Position, and School history 5.There were variations in perspective of School Innovative Management among teaching staff in Yilan as the result of differences in Age, Tenure, Position, and School history 6.There were variations in Teacher Teaching Effectiveness among teaching staff in Yilan as the result of differences in Age, Tenure, Position, and School history 7.Across Junior High Schools in Yilan, School Principal’s Distributed Leadership, School Innovative Management, and Teacher Teaching Effectiveness are positively correlated 8.School Principal’s Distributed Leadership and School Innovative Management are predictive of Teacher Teaching Effectiveness, and with “Curriculum and Innovation Management” having the best predictability