臺灣警察專科學校是培育基層警察人員的搖籃，而職司生活教育訓練的隊職幹部則是推手；近年來由於警專的招訓對象大幅度改變，予負責學員生生活教育訓練之隊職幹部帶來不少衝擊，因此對其領導風格，實有深入研究的必要。 本研究對臺灣警察專科學校隊職幹部轉換型領導風格進行研究，根據研究目的，經文獻探討、深度訪談及參與觀察綜合分析後，獲得以下結論：在個案部份，組織編制攸關隊職幹部領導的成效，其主要的領導方式是轉換型領導；隊職幹部在轉換型領導各核心面向表現稱職，隊職幹部的領導向度以平行、雙多向領導居多，且其領導風格與領導效能息息相關；隊職幹部領導的實踐度大多如預期，領導典範對學員生之影響至深且鉅，惟隊職幹部工作成就感未與認同感成正比。 研究最後，在政策執行層面提出了短、中長程的建議和省思；此外，對於後續研究者亦提供若干的建言供參。 / Taiwan Police College is the cradle of nurturing basic-level police officers, and the command leaders is the important backhand of students’ life education. In recent years, due to the substantial change of the enrolling students in Taiwan Police College, it has impacted on the command leaders who are responsible for the students’ living education. As a result, it is necessary to do the research in depth. This research is based on the style of transformation leadership. According to the purpose of the research, some conclusions have been found as following after the literature review, depth interviews and observations. In individual cases, the organization structure is related to the effect of leadership of command leaders and the main way is the transformation leadership. Meanwhile, the command leaders is competent for the core of transformation leadership, and the guide directions of command leaders are mostly parallel, two-ways and multi-ways. Moreover, the efficiency of leadership is closed to the style of leaderships. The leadership practices of the command leaders are mostly as expected, and the pattern of leadership influences students profoundly. However, the self-actualization of the command leaders and the recognition is not in portion. Finally, some advices and reflections for the short term, mid term and long term policies have been carried on and will be reference materials for the following researchers.

African American female principals typically lead low socioeconomic elementary schools. Administrators in predominately urban schools are familiar with the needs of minority students. Although Title I funds are provided from the national government via local educational agencies (LEAs), this money is normally not enough to keep up with technology integration and programs of more affluent schools. Therefore, African American female administrators rely on culture to develop meaningful relationships with students, teachers, and parents and makeup for any financial hardships, which may exist during the transformation of urban elementary schools. Limited research is available on academic success in urban schools. Over the years, much of the focus has been on failure of underperforming schools with minority students and leaders. Additionally, there is a lack of research on the leadership of African American female school leaders. Thus, it is important to study successful African American female role models in urban schools. The purpose of this study was to examine transformational leadership skills evident in African American female principals at high-achieving, urban elementary schools. What are the transformational leadership skills evident in two African American female principals who work in high-achieving urban elementary schools? It was assumed that African American female principals applied some or all of the skills of transformational leadership when leading in two different urban elementary school settings. Successful transformational leadership can be categorized under the following four components 1) charismatic leadership (or idealized influence, CL or II), 2) inspirational motivation (IM), 3) intellectual stimulation (IS), and 4) individualized consideration (IC) (Avolio, Bass, & Jung, 1997). Results showed that African American female elementary school leaders displayed all tenets of the transformational leadership theory while leading high achieving campuses. However, the transformational leadership theoy was missing a cultural component from its doctrine.