Scholars interested in the popular Victorian periodical Temple Bar have primarily focused on the editorship of George Augustus Sala, under whom the journal paradoxically began delivering controversial content to conservative middle-class readers. But while the Temple Bar's sensation fiction and social realism have already been considered, critics have not yet examined Temple Bar's New Woman fiction, which was published during the last decade of the 19th century and George Bentley's reign as editor-in-chief. While functioning as editor-in-chief, Bentley sought to adhere to the dictates found in the 1860 prospectus, to "inculcate thoroughly English sentiment: respect for authority, attachment to the Church, and loyalty to the Queen." The Temple Bar seems an odd publication venue for the audacious New Woman writer Sarah Grand. And yet, Grand published several short stories in Temple Bar under the editorship of Bentley. Knowing Bentley's infamous editorial hatchet work, we might assume that he would cut from Grand's writing any unsavory bits of traditional New Woman content. Instead, a comparison of Grand's Temple Bar stories, "Kane, A Soldier Servant" and "Janey, A Humble Administrator," with their later unedited, republished versions (found in Grand's Our Manifold Nature) suggests that Bentley had a different editorial agenda. This analysis of Grand's fiction demonstrates that it was not New Woman subjects that Bentley found objectionable but the culpability her texts placed on the upper-middle class for their failure to act on behalf of the lower classes. Examining Bentley's removal of this material thus sheds new light on the dangers of New Woman literature as perceived by its Victorian audiences.

U.S.-based financial institutions have experienced significant failure rates since the mid-1980s. The problem within the U.S.-based banking industry is that the focus of leadership development has been primarily on cognitive abilities, whereas interpersonal skills, such as emotional intelligence, have been neglected. Research has focused on U.S. bank failures from a risk mitigation, economic, or legislative perspective, creating a gap in research on leadership behavior. The purpose of this correlation study was to determine whether a significant relationship exists between emotional intelligence and servant leadership among leaders in the U.S. small business banking industry. The theoretical framework compared intelligence types to leadership styles to explain leadership behavior. A convenience sample of leaders within the Qualtrics database of small business-bankers was surveyed from a composite survey for levels of servant leadership and emotional intelligence simultaneously. Pearson's correlation coefficient was performed to test the hypothesis. A statistically significant relationship was found between servant leadership and emotional intelligence. Social change implications of this study include improving employee engagement and retention, along with stakeholder engagement through the identification of leaders high in servant leadership style and emotional intelligence. Positive economic, social, and environmental benefits could be gained through improved organizational performance of U.S.-based banks by improving the selection and development of leaders in small business lending willing to embrace a stakeholder management theory.

Clinical supply chain managers who do not apply effective employee turnover strategies could negatively affect team performance, employee morale, employee well-being, patient outcomes, productivity, profitability, and the sustainability of organizational activities. The purpose of this multiple case study was to explore strategies that supply chain managers used to decrease employee turnover in clinical logistics organizations. The targeted population consisted of 6 clinical logistics supply chain managers working in 6 community hospitals located in Maryland who had experience implementing successful strategies to decrease employee turnover. The servant leadership theory served as the study's framework. Data collection included semistructured interviews and a review of company records. Data were analyzed according to Yin's comprehensive data analysis method, including categorizing and coding words and phrases, word frequency searches to categorize patterns, and organizing the data to interpret recurring themes. Five main themes emerged from the data analysis: understanding employee turnover, proactive leadership, employee professional development, motivating employees, and effective communication. The findings from this study might contribute to social change by providing strategies that clinical logistics supply chain managers can implement to reduce employee turnover, which might sustain organizational profitability, improve the quality of life for employees, quality of service to patients, lower unemployment rates, and promote community health, wealth, and sustainability.

【研究目的】 管理理論從素樸的績效評估過渡到發展性的績效管理，反映了從集權控制轉向分權參與的趨勢，一方面更加著重於人力資源發展，對政府部門而言，目的尚在鞏固文官的中立能力。惟我國以績效管理為名進行考績制度的改革時，似乎仍執著於命令與控制手段的討論。準此，本研究首先檢討現行考績參與機制的良窳，再探詢公務人員對於考績制度民主化的認知，以此剖析制度轉變可能遭遇的困境，最後依據實務可行性重構參與式考績制度。 【研究問題與研究方法】 本研究採質化方法逐一針對研究問題分析之，分別為考績制度是否有體現民主價值的必要？考績委員會是否有助組織管理的民主化？公務人員是否認同考績制度體現民主價值？如何從民主行政角度設計參與式考績制度？本研究以次級資料及文獻分析法論證考績制度體現民主價值的必要性及考績委員會的制度起源；再從深度訪談法分析考績委員會是否發揮功能，以及公務人員對考績制度民主化的認知及接受度；最後綜合所有質性資料提出參與式考績制度的改革建議。 【研究發現】 本研究從理論與訪談論證考績制度的權力集中化將扼殺文官的專業能力，而考績委員會雖企求藉民主參與確保程序正義，卻仍將上下從屬的權力結構複製進獨立委員會，失卻水平制衡的功能。而以部分機關試行績效管理的經驗及深度訪談的假設性詢問發現，行政人員普遍無法接受考績制度開放民主參與，僅期盼獲悉考核原委，故仍將制度正義寄託在考核者身上。推其原因在於集體行動的邏輯、橫向組織力量的匱乏，以及家長式領導的文化，使組織民主遭到實用性價值的貶低。最後本研究在不侵犯管理權威的前提下，從資訊公開角度主張考核資訊透明化及考績委員會「實質參與」，作為考績制度改革的建議。

本研究旨在探討宜蘭縣國民小學教師知覺校長服務領導、學校內部行銷與學校創新經營之現況，比較不同背景變項之國小教師在三個變項間之差異情形，並探討國小教師在知覺三個變項間的關係，並進而分析國小教師知覺校長服務領導、學校內部行銷對學校創新經營之預測力。 本研究採用問卷調查法進行研究，以宜蘭縣國小教師為對象，共發出411份問卷，回收332份問卷，有效問卷為311份，回收後之問卷可用率為75.67%。調查所得資料以 SPSS 統計套裝軟體，進行相關統計方法處理分析。本研究獲致以下結果： 一、宜蘭縣國小教師知覺校長服務領導屬於中上程度，在「校長服務領導」八個層面，以「服侍」層面為最高；在知覺學校內部行銷屬於良好程度，在「學校內部行銷」五個層面中，以「參與賦權」層面最高；在知覺學校創新經營屬中上程度，在「學校創新經營」五個層面中，以「學生活動創新」層面最高。 二、不同年齡及不同學校地區之教師在知覺「校長服務領導」的程度上有顯著差異。 三、不同性別、年齡、服務年資、教育程度、擔任職務、學校規模及學校地區之國小教師在學校內部行銷上無顯著差異。 四、不同年齡之國小教師，在學校創新經營分層面「行政管理創新」及 「校園環境創新」有顯著差異；不同服務年資之國小教師，在學校創新經營分層面「行政管理創新」及「校園環境創新」有顯著差異，而在學校創新經營整體也呈現顯著差異；不同學歷之國小教師在學校創新經營分層面「資源運用創新」有顯著差異。 五、不同學校規模之國小教師，在「課程教學創新」層面、「學生活動創新」層面、「資源運用創新」層面及「校園環境創新」層面，均有顯著差異。 六、宜蘭縣國小教師知覺校長服務領導、教師學校內部行銷、學校創新經營整體及各層面，兩兩之間均有顯著相關。 七、宜蘭縣國小校長服務領導對學校創新經營有預測力；宜蘭縣國小學校內部行銷對學校創新經營有預測力；宜蘭縣國小校長服務領導與學校內部行銷對學校創新經營有預測力。 最後，根據研究結果提出建議，供國小校長、國小教師、教育行政機關及未來研究之參考。 關鍵字：校長服務領導、學校內部行銷、學校創新經營 / The purpose of this study is to explore how elementary school teachers in the Yilan district perceive principals’ servant leadership, school internal marketing and school’s innovation management. The thesis not only looks into whether and how teachers’ background matters, but also analyzes how they predict the three variables in question. This study conducted a survey-questionnaire by targeting on elementary school teachers in the Yilan district. A total of 411 questionnaires were distributed and 332 questionnaires were received. Among them, 311 were valid (75.67%). The data was analyzed through SPSS statistics, descriptive statistics, t-test, single factor analysis of variance, Pearson correlation coefficient and multiple stepwise regressions. The findings of the study included: 1.Perceptions of principals’ servant leadership, school internal marketing, and school’s innovation management were respectively “above average”, “average” and “above average” in all aspects. The top priority each was “service”, “participation and empowerment”, and “student activity innovation” in the order. 2.Perception of principals’ servant leadership was found significantly different for teachers with different ages and from different school districts. 3.Perception of school internal marketing was found not significantly different for teachers with different genders, ages, service years, education levels, posts, and from schools with different sizes and districts. 4.Teachers with different service years perceived school’s innovation management significantly differently. More precisely, service year and age both made a significant effect on the perception of administration management innovation and campus environment innovation. Teachers with different education levels perceived resource use innovation significantly differently. 5.School size made a significant effect on the perception of curriculum and teaching innovation, student activity innovation, resource use innovation, and campus environment innovation. 6.Pairwise comparisons among principals’ servant leadership, school internal marketing and school’s innovation management were all significant. 7.Principals’ servant leadership was predictive of school’s innovation management, so was school internal marketing. Principals’ servant leadership plus with school internal marketing also predicted school’s innovation management. The results of this study provide an empirical basis for school principals, teachers and education administrators to make future investigations. Key words: principals’ servant leadership, school internal marketing, School’s innovation management.

本研究旨在探討澳門私立學校校長服務領導、學校內部行銷與教師組織承諾之關係，採問卷調查法，以澳門私立學校教師為研究對象，共發出350份問卷，問卷回收可用率為61.14%。統計方法採用描述性統計分析、t考驗、單因子變異數分析（ANOVA）、Pearson積差相關及多元逐步回歸分析。本研究結果分述如下︰ 一、澳門私立學校校長服務領導屬中等程度，以「發展願景和前瞻性行為」最高，「治癒」最低。 二、澳門私立學校內部行銷屬中等程度，以「教育訓練」最高，「凝聚溝通」最低。 三、澳門私立學校教師組織承諾屬中等程度，以「努力意願」最高，「公平互惠」最低。 四、不同「性別」、「學歷」、「服務年資」、「學校規模」、「學校歷史」及「學校宗教背景」之教師對知覺澳門私立學校校長服務領導的整體或分層面上有顯著差異。 五、不同「學校規模」之教師對知覺澳門私立學校內部行銷的分層面上有顯著差異。 六、不同「性別」、「宗教背景」、「學校規模」之教師對知覺組織承諾的整體或分層面上有顯著差異。 七、澳門私立學校校長服務領導、學校內部行銷與教師組織承諾呈現高度正相關。 八、澳門私立學校校長服務領導與學校內部行銷對教師組織承諾具有預測作用。 / The purposes of this study was to explore the relationships among principals’ servant leadership, school internal marketing and teachers’ organization commitment of private school in Macau. The questionnaire survey method was applied. Private School teachers in Macau were adopted as the research objects. 350 questionnaires were sent out. The validity of the responded questionnaires was 61.14%. The data was analyzed by using statistic method of descriptive statistic, t-test, One-way ANOVA, Pearson’s product-moment correlation and multiple stepwise regression analysis. The findings of this study were as follow: 1.The servant leadership of Macau private school principals’ was at moderate level. The “vision and proactive behavior” scored the highest whereas the “healing” scored the lowest. 2.The internal marketing of Macau private school was also at moderate level. The “educational training” scored the highest whereas the “communication cohesion” scored the lowest. 3.The teachers’ organization commitment of Macau private school was at moderate level too. The “willingness to work hard” scored the highest and the “equal and mutual-beneficial” scored the lowest. 4.There were significant differences on the overall and dimensional awareness of Macau private school principals’ servant leadership among teachers with different gender, education, years in school, scale of the schools and schools’ religious background. 5.There were significant differences on the dimensional awareness of Macau private school internal marketing among teachers in schools with different scale. 6.There were significant differences on the overall and dimensional awareness of organization commitment among teachers with different gender, religious background and scale of the schools. 7.A highly positive correlation was shown among principals’ servant leadership, school internal marketing and teachers’ organization commitment in private school of Macau. 8.Macau private school principals’ servant leadership and school internal marketing can serve as a remarkable prediction on teachers’ organization commitment.

本研究旨在瞭解中學校長服務領導與教師專業承諾之內涵與現況，並探討其關係，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，以問卷調查法進行研究調查，問卷調查樣本以台北縣市國民中學及完全中學為教師研究對象，共抽樣645人，問卷回收523份，有效問卷517份，以分析現況及驗證理論；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、中學校長服務領導與教師專業承諾內涵與現況 (一)中學校長服務領導包括為人文關懷、願景分享、專業創新、理性說服四個向度，看法得分情形屬於中等程度。以「願景分享」的看法得分最高；而以「專業創新」的看法得分最低。 (二)中學教師專業承諾包括專業認同與投入、專業關係與留職、專業倫理與進修三個向度，看法得分情形屬於高程度。「專業認同與投入」的看法得分最高；而以「專業關係與留職」的看法得分最低。 二、不同背景變項在中學校長服務領導與教師專業承諾之差異情形 (一)不同背景變項在中學校長服務領導得分方面：性別、年齡、服務年資、現任職務、學校規模、學校類型及校長性別有顯著差異。 (二)不同背景變項在中學教師專業承諾得分方面：年齡、學歷、現任職務、學校規模、學校所在地及學校類型有顯著差異。 三、中學校長服務領導與教師專業承諾間存在正向的關係 四、中學校長服務領導對教師專業承諾發展模式適配度良好 前因變項（中學校長服務領導）對後果變項（中學教師專業承諾）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、中學校長以及後續研究參考。 / The main purpose of this study is to investigate the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools. This study included literature analysis and questionnaire survey to be the survey methods. The purpose of literature analysis was aimed to explore the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools. Based on arranging related theory, researcher made the questionnaires of this study. The data of this study was analyzed 517 sampling subjects by description statistics, t-test, ANOVA and LISREL model. According to the statistics analysis of the questionnaire, we can get the following results. A. In the aspect of principals’ servant-leadership in secondary schools 1. The principals’ servant-leadership includes four parts, which are (1) humane concern, (2) vision sharing, (3) professional innovation and (4) reasonable persuasion. For all, the best dimension is “vision sharing”. 2. Sexual, age, years of service, incumbent duty, school scale, school type, and principals’ sexual have significant influences on principals’ servant-leadership. B. In the aspect of teachers’ professional commitment 1. The teachers’ professional commitment includes three parts, which are (1) professional identity and job involvement, (2) professional relationship and position-retaining intention, (3) professional ethics and advanced study. For all, the best dimension is “professional identity and job involvement”. 2. Age, highest education, incumbent duty, school scale, school site, and school type have significant influences on teachers’ professional commitment. C. In the aspect of the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools 1. There was positive correlation existed between principals’ servant-leadership and teachers’ professional commitment in secondary schools. 2. Principals’ servant-leadership in secondary schools did promote teachers’ professional commitment. In the last part, according to the findings and results, the researcher proposed some suggestion for the educational officers and the principals of secondary schools, hoping to benefit the improvement and development of education of secondary schools in the future.

本研究旨在探討高中教師知覺校長服務領導、教師組織公民行為與教師工作滿意度之現況，比較不同背景變項之高中教師在知覺校長服務領導、教師組織公民行為、以及教師工作滿意度之差異情形，並探討高中教師在知覺校長服務領導、教師組織公民行為與教師工作滿意度的關係，並進而分析高中教師知覺校長服務領導、教師組織公民行為對教師工作滿意度之預測力。 本研究採用調查研究法進行研究，以臺北市高中教師為對象，共發出417份問卷，回收377份，可用問卷374份，回收率達90％。調查所得資料以SPSS統計套裝軟體，進行描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關及多元迴歸等統計方法處理分析。本研究獲致以下結果： 一、臺北市高中教師對於校長之服務領導行為感受有正面之知覺。在校長服務領導八個層面中，以「自我覺察」為最高。 二、臺北市高中教師組織公民行為屬於中上程度。在教師組織公民行為三個層面中，以「主動助人」最高。 三、臺北市高中教師工作滿意度屬中上程度。在教師工作滿意度四個層面中，感到最滿意的是「同僚關係」。 四、教師兼主任在校長服務領導的知覺較兼導師與專任教師高；學校規模在51班以上之教師在知覺校長服務領導上顯著高於31-50班的教師；私立高中教師知覺校長服務領導高於公立高中教師；不同性別、年齡、服務年資、學歷之臺北市高中教師知覺校長服務領導的程度無顯著差異。 五、年齡愈大的教師，相較於年齡小的教師，更有組織公民行為之表現；教師兼主任的組織公民行為，較導師和專任教師高；年資5年以下之教師，在組織公民行為的表現明顯低於其他組別的教師，而年資21年以上教師的組織公民行為表現最高；私立高中教師組織公民行為高於公立高中教師；不同性別、學歷、學校規模之高中教師在組織公民行為上無顯著差異。 六、51歲以上教師之工作滿意度高於30歲(含)以下及31-40歲教師；年資在11-20年與21年以上的教師對於「工作本身」的滿意度高於年資在5年以下的教師；學歷為大學畢業之高中教師高於學歷為碩士的高中教師；學校規模在51班以上的高中教師高於學校規模在31-50班與30班以下之高中教師；私立高中教師工作滿意度高於公立高中教師；不同性別、職務之高中教師在教師工作滿意度上無顯著差異。 七、臺北市高中教師知覺校長服務領導與教師組織公民行為有顯著相關；臺北市高中教師知覺校長服務領導與教師工作滿意度有顯著相關；臺北市高中教師組織公民行為與教師工作滿意度有顯著相關。 八、臺北市高中校長服務領導對教師工作滿意度具有預測作用；臺北市高中教師組織公民行為對教師工作滿意度具有預測作用；臺北市高中校長服務領導與教師組織公民行為對教師工作滿意度具有預測作用。 最後，根據研究結果提出建議，供高中校長、教師、教育行政機關、教師會、校長協會及後續研究之參考。 / The aim of this study is to discuss the senior high school teachers’ perception toward the principal’s servant leadership, citizenship behavior of teachers organization and current teacher job satisfaction, compare the differences in the perception of the principal’s servant leadership, citizenship behavior of teachers organization and teacher job satisfaction among teachers with different background variables, and study the relationship among the senior high school teachers’ perception of the principal’s servant leadership, citizenship behavior of teachers organization and teacher job satisfaction to further analyze the predictive capability of the senior high school teachers’ perception toward the principal’s servant leadership, citizenship behavior of teachers organization and the teacher job satisfaction. This research conducted a survey-questionnaire by targeting on the senior high school teachers of Taipei City. A total of 417 questionnaires were distributed and 377 questionnaires were received. There were 374 valid returned questionnaires and the ratio of valid questionnaire is 90%. The data was analyzed through SPSS statistics, descriptive statistics, t test, single factor analysis of variance, Pearson correlation coefficient and multiple stepwise regressions. The findings of the research are as the followings: 1. The senior high school teachers of Taipei City have a positive perception toward the principal’s servant leadership. Among 8 perspectives of the principal’s servant leadership, the “self-awareness” has the most positive perception. 2. The level of the citizenship behavior of teachers’ organization for the senior high school teachers in Taipei City is above average. Among 3 perspectives of the citizenship behavior of teachers organization, the level of “helping others voluntarily” is the highest. 3. The teach job satisfaction of the senior high school teachers of Taipei City is above average. Among 4 perspectives of teacher job satisfaction, the “colleague relations” is most satisfied. 4. The teacher who also serves in a chief position has higher perception toward the principal’s servant leadership comparing to the teachers who also serve as a preceptor or full-time teacher. The teachers who teach at a school with more than 51 classes have significant higher perception toward the principal’s servant leadership comparing to the teachers who teach at a school with 31-50 classes. The private senior high school teachers have higher perception toward the principal’s servant leadership comparing to the public senior high school teachers. There is no significant difference in the perception of the principal’s servant leadership among the senior high school teachers of Taipei City with different ages, years of service and educational background. 5. The elder teachers have stronger organizational citizenship behavior comparing to younger teachers. The teacher who also serves in a chief position has stronger organizational citizenship behavior comparing to the teachers who also serve as preceptor or full-time teacher. The teachers with less than 5 years of teaching experience significantly have weaker organizational citizenship behavior comparing to other group of teachers. The teachers with more than 21 years of teaching experience have the strongest organizational citizenship behavior. The private senior high school teachers have stronger organizational citizenship behavior comparing to the public senior high school teachers. The gender, educational background and size of school have no significant impact on the senior high school teachers’ organizational citizenship behavior. 6. The job satisfaction of the teachers aged above 51 is higher than that of the teachers aged below 30 (included 30) and between 31 and 40. The teachers with 11-20 and more than 21 years of teaching experience have higher satisfaction of “job itself” comparing to the teachers with less than 5 years of teaching experience. The job satisfaction of the teachers with university degree is higher than that of the teachers with master degree. The job satisfaction of the teachers working at a school with more than 51 classes is higher than that of the teachers working at a school with 31-50 classes or less than 30 classes. There is no significant difference in teacher job satisfaction among teachers with different gender and position. 7. The perception of the senior high school teachers of Taipei City toward the principal’s servant leadership is significantly correlated with the citizenship behavior of teachers’ organization. The perception of the senior high school teachers of Taipei City toward the principal’s servant leadership is significantly correlated with the teacher job satisfaction. The organizational citizenship behavior of the senior high school teachers of Taipei City is significantly correlated with the teacher job satisfaction. 8. The servant leadership of the principals of the senior high school in Taipei City has a predictive effect on teacher job satisfaction. The citizenship behavior of the teachers’ organization in Taipei City has a predictive effect on teacher job satisfaction. Both of the principal’s servant leadership and the citizenship behavior of the teachers’ organizations in Taipei City have a predictive effect on teacher job satisfaction. Finally, the recommendations were given based on the research results to provide references for senior high school principals and teachers, education administrative units, teachers association, principals association and future studies.

本研究旨在探討國民中學校長服務領導、組織學習與學校行政服務品質之關係，以及不同背景變項之校長服務領導、組織學習與學校行政服務品質的差異性分析，進而建構及驗證其互動模式，並提出研究結論與建議。 本研究採用問卷調查法，針對校長服務領導、組織學習與學校行政服務品質等三個變項進行探究。由文獻探討分析中，建立研究架構及理論基礎，其次本研究以台灣地區公立國民中學的教師為母群體，依北、中、南、東四區以分層隨機抽樣方法進行抽取樣本，共計抽取675位國民中學教師，問卷回收603份，有效問卷為552份，回收率為81.8％。問卷調查結果採用描述性統計、二階驗證性分析、信度分析、t 考驗、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法進行分析。本研究之主要發現如下： 一、國民中學校長服務領導、組織學習與學校行政服務品質之現況屬中上程度。 二、「校長性別」與「校長學歷」對「校長服務領導」、「組織學習」、「學校行政服務品質」的影響並無顯著差異。 三、「校長年齡」與「在本校的服務年資」對「校長服務領導」、「組織學習」、「學校行政服務品質」達顯著差異。 四、不同「教師年齡」與「教師年資」的教師對「校長服務領導」、「組織學習」與「學校行政服務品質」的知覺程度未達顯著差異。 五、不同「教師學歷」教師知覺「校長服務領導」、「組織學習」未達顯著差異，對「學校行政服務品質」則達顯著差異。 六、不同「教師性別」教師知覺「校長服務領導」達顯著差異，對「組織學習」、「學校行政服務品質」則未達顯著差異。 七、不同「職務」教師知覺「校長服務領導」、「組織學習」、「學校行政服務品質」達顯著差異。 八、不同「學校規模」教師知覺「校長服務領導」、「學校行政服務品質」達顯著差異，對「組織學習」則未達顯著差異 九、不同「學校建校歷史」教師知覺「校長服務領導」、「組織學習」、「學校行政服務品質」達顯著差異 十、校長服務領導、組織學習對學校行政服務品質有顯著預測力。 十一、校長服務領導、組織學習與學校行政服務品質彼此之間具有高度正相關。 十二、校長服務領導、組織學習與學校行政服務品質之間的結構關係良好。 十三、校長服務領導對組織學習與組織學習對學校行政服務品質有顯著直接效果。 十四、組織學習具有校長服務領導對學校行政服務品質關係的中介效果。 最後，根據研究結果提出相關建議，俾提供教育行政機關、學校單位及後續研究之參考。 / The main purpose of this study is to explore the relationship among principals' servant leadership, organizational learning and school administrative service quality in junior high schools and the different effects from the different background factors. An interactive model was constructed and confirmed, and some research conclusions and suggestions were offered. This study adopted questionnaire survey method , aiming the relations among principals' servant leadership, organizational learning and school administrative service quality. According to related literature analysis, the research frame and theory were constructed. This research conducted a survey-questionnaire by targeting on the junior high school teachers. Totally there were 675 junior high school teachers were chosen randomly from north, central, south, and east regions in Taiwan. A total of 675 questionnaires were distributed and 603 questionnaires were received. There were 552 valid returned questionnaires and the ratio of valid questionnaire is 81.8%. The data was analyzed by descriptive statistics, second-order confirmatory factor analysis and reliability analysis, t-test, ANOVA, Pearson correlation, multiple regression and SEM. The major findings of the research are as the followings： 1. The overall performances of principals' servant leadership, organizational learning and school administrative service quality are moderately high. 2.There are no significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of principals' gender, academic degrees. 3. There are significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of principals' age and various years of experience. 4. There are no significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of School teachers’ age and various years of experience. 5. Teachers' academic degrees have no significant and different perceptions in principals' servant leadership, organizational learning；while There are significant differences in school administrative service quality. 6. There are significant differences in the general performance of principals' servant leadership in terms of teachers' gender；while There are no significant differences in organizational learning and school administrative service quality. 7. There are significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of teachers' position. 8. There are significant differences in the general performance of principals' servant leadership, school administrative service quality in terms of school size；while There are no significant differences in organizational learning. 9. There are significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of school history. 10. Both of the principal’s servant leadership and t organizational learning have a significantly predictive effect on school administrative service quality. 11. There are highly positive correlation among principals' servant leadership, organizational learning and school administrative service quality. 12. The assessment of proper fit is supported in a structural equation model among principals' servant leadership, organizational learning and school administrative service quality. It can explain the relationships of the above three main variables. 13. There are significant and direct effects between principals' servant leadership and organizational learning, and also between organizational learning and school administrative service quality. 14. The positive effect of principals' servant leadership on s school administrative service quality could be moderated by organizational learning. Finally, according to the research results, the recommendations were given to provide references for education administrative units, schools and future studies.

This paper discusses the problem related to conflicts of interestand its various manifestations, particularly in public administration. in this regard, the author makes an ethical analysis of the concept, and he examines the regulation of conflicts of interest in the administrative field and its configuration as a constitutional limitation of fundamental rights. In this way, the paper concludes that the regulation of conflicts of interest in governance should aim to seek efficiency and balance since the position of a public servant implicates acting according to what is of general interest. / El presente artículo aborda la problemática relativa a los conflictos de intereses y sus distintas manifestaciones, particularmente, en la gestión pública. en este sentido, el artículo parte del análisis ético del concepto, para luego arribar al examen de la regulación de los conflictos de intereses en el ámbito administrativo y su configuración como limitación constitucional a una serie de derechos fundamentales. De esta forma, concluye que la regulación de los conflictos de intereses en la gestión pública debe tender a buscar la eficacia y equilibrio, toda vez que la posición de funcionario pública importa el actuar con arreglo a un interés general.