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本研究旨在瞭解桃園市國民中學校長教學領導與教師學術樂觀之現況，分析在個人背景變項、學校環境變項下之教師知覺校長教學領導與教師學術樂觀之差異情形，探討校長教學領導與教師學術樂觀的關聯性及彼此間的預測力。 本研究採用問卷調查法，以桃園市29所公立國民中學之主任、組長、導師及專任教師為研究對象。共寄發問卷581份，回收562份，有效問卷512份。調查結果以描述性統計、t考驗、單因子變異數分析、Pearson積差相關及逐步多元迴歸等統計分法，進行資料分析與討論。經結果分析得到以下結論: 一、 桃園市國民中學教師知覺校長教學領導與教師學術樂觀為中高程度。 二、 個人背景變項中，男性教師在校長教學領導的知覺程度高於女性教師。 三、 學校環境變項中，職務性質及學校規模在知覺校長教學領導及教師學術樂 觀有顯著差異。 四、 兼任行政職務之教師在校長教學領導、教師學術樂觀的知覺程度皆高於其 他教師。 五、 學校規模在「24班（含）以下」之教師，在知覺校長教學領導及教師學術 樂觀上，皆高於「49班（含）以上」之教師。 六、 國民中學校長教學領導與教師學術樂觀有顯著正相關。 七、 校長教學領導之「完善學習環境」與「凝聚教學目標」對教師學術樂觀有 較高之預測力。 依據上述研究結論，提出相關建議，以做為教育行政機關、國民中學行政機 關及後續研究者之參考。 / This study aims at exploring the correlation and prediction level of principal’s instructional leadership and teachers’ academic optimism, in terms of different variables such as teacher’s personal background and school environment. To assess the relevance, I surveyed full-time teachers, part-time teachers, section directors and school deans in 29 public and private junior high schools in Taoyuan. Of all the 581 questionnaires applied, 512 are valid. These questionnaires are analyzed and presented by using descriptive statistics, t-tests, one-way analysis of variance, Pearson’s product-moment correlation and multiple stepwise regression. The results of this survey are listed as follows: 1. The relevance between teachers’ perceptions of principals’ instructional leadership and teachers’ academic optimism is high-intermediate. 2. In the personal background variables, male teachers are more perceptive to principals’ instructional leadership than female teachers. 3. In school environment variables, the perception of principals’ instructional leadership and teachers’ academic optimism vary significantly, in terms of educational positions and the size of school. 4. Teachers in administrative positions have a better perception of principal’s instructional leadership and academic optimism. 5. Teachers in a small-sized school (equal to or less than 24 classes) are more perceptive to principals’ instructional leadership and have more academic optimism than those in a larger-sized school (equal to or more than 49 classes.) 6. There is a positive correlation between junior high school principals’ instructional leadership and teachers’ academic optimism. 7. Two factors in principal’s instructional leadership—a positive study environment and cohesive teaching objectives—are the two best predictors of teachers’ academic optimism. Relevant suggestions are provided based on the study, and serve as references for educational administrations, junior high school administrators and subsequent research.

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本研究旨在探討新北市國民中學教師學術樂觀與學校組織氣候的現況；並剖析不同背景變項與學校變項的教師知覺教師學術樂觀與學校組織氣候的差異情形；及探討教師學術樂觀與學校組織氣候之間的關係；最後，以逐步多元迴歸檢視教師學術樂觀對學校組織氣候的預測力。為達到上述研究目的，本研究採用問卷調查法，以新北市35所國民中學之主任、組長及教師為研究對象，共寄發問卷559份，回收有效問卷521 份，有效回收率為93.20％。本研究採用SPSS統計套裝軟體進行分析，獲得以下結論： 一、 新北市國民中學教師知覺教師學術樂觀、學校組織氣候為中高程度。 二、 不同年齡、教育程度、任教領域及學校地區之教師在知覺教師學術樂觀整體與學校組織氣候整體，都沒有顯著差異。 三、 不同性別之教師在知覺學校組織氣候整體，女性教師高於男性教師。 四、 不同服務年資之教師在知覺教師學術樂觀整體，21（含）年以上之教師高於6~10年之教師。 五、 不同職務性質之教師在知覺教師學術樂觀整體，教師兼主任高於教師兼導師。 六、 不同學校規模之教師在知覺教師學術樂觀整體，73（含）班以上之教師高於25~48班之教師。 七、 教師學術樂觀與學校組織氣候之間呈現正向相關。 八、 教師學術樂觀對學校組織氣候具正向預測力，其中教師信任領導者及教師信任同儕二構面對學校組織氣候整體之聯合預測力最高。 最後，依據上述研究結論，提出具體建議，以做為教育行政機關、國民中學校行政及未來研究人員的參考運用。 關鍵詞：國民中學、教師學術樂觀、學校組織氣候 / The Study of the Relationships between Teacher Academic Optimism and School Organization Climate in Junior High Schools in New Taipei City Abstract First, this study aimed to explore the current situation of New Taipei City junior high schools’ teacher academic optimism and school organization climate; then, to analyze the demographic variables on the different perceptions of teacher academic optimism and school organization climate, and then to discuss the relationship between teacher academic optimism and school organization climate. Finally, stepwise multiple regression was used to predict school organization climate. Based on the research conclusions, the proposed recommendations for the relevant institutions’ reference were provided. To achieve these purposes, this study used questionnaire survey method. The directors, team leaders and teachers from 35 junior high schools in New Taipei City were sampled as the subjects. A total of 559 questionnaires were distributed, with 521 valid questionnaires. The return rate was 93.2%. Survey data were analyzed by descriptive statistics, t-test, one way ANOVA, Pearson product-moment correlation coefficient, and stepwise multiple regression. The conclusions of this research are as follows: 1. Teachers’ perceptions of teacher academic optimism and school organization climate is high in junior high schools in New Taipei City. 2. There are no significant statistical differences in ages, education levels, teaching field, and school locations in teachers’ perceptions of teacher academic optimism and school organization climate. 3. There are significant statistical differences within genders of junior high school teachers perceptions of school organization climate. And the female teachers are obviously higher than the male teachers. 4. There are significant statistical differences within service years of junior high school teachers perceptions of teacher academic optimism. And teachers service above 21 years are obviously higher than teachers service 6~10 years. 5. There are significant statistical differences within duties of junior high school teachers perceptions of teacher academic optimism. And teachers serving concurrently as administrators of school affairs are obviously higher than class teachers. 6. There are significant statistical differences within school sizes of junior high school teachers perceptions of teacher academic optimism. And teachers above 73 classes are obviously higher than teachers in 25~48 classes. 7. Teacher academic optimism is positively correlated to school organization climate. 8. The prediction of the relationships between teacher academic optimism and school organization climate is supported. Finally, based on the above research conclusions, the recommendations are provided as references and applications for educational administrations, junior high school administrations and future researchers. Keywords: junior high school, teacher academic optimism, school organization climate

本研究旨在瞭解桃園縣國民中學校長分布式領導、教師心理賦權與教師學術樂觀之現況，並分析不同背景變項之教師在知覺校長分布式領導、教師心理賦權與教師學術樂觀之差異情形，且探討三者之間的關係，最後藉由校長分布式領導與教師心理賦權對教師學術樂觀進行預測。 本研究採調查研究法，共計抽樣30所學校，發出690份問卷，回收480份有效問卷，問卷有效率達69.97%。資料處理分別以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸分析等統計方式進行統計分析。 本研究獲致以下之結論： 一、 桃園縣國民中學教師知覺校長分布式領導為中高程度，以「校長的自信與謙遜」之知覺程度為最高，「營造信任的文化」之知覺程度最低。 二、 桃園縣國民中學教師有中高程度之教師心理賦權表現，以「影響力」的知覺為最高，「能力」之知覺為最低。 三、 桃園縣國民中學教師有中高程度之教師學術樂觀表現， 以「效能感」的知覺為最高，「學術強調」之知覺為最低。 四、 桃園縣國民中學教師，因其年齡、擔任職務、學校規模及學校歷史之不同，而有不同的校長分布式領導知覺感受，以51歲（含）以上之主任，並服務於學校規模12班（含）以下擁有21年（含以下）、41-60年、及61年（含以上）學校歷史之教師知覺程度較高。 五、 桃園縣國民中學教師，因其年齡、服務年資、學校規模及學校歷史之不同，而表現出不同程度的教師心理賦權，以年齡51歲（含）以上且年資超過21年，目前服務於學校規模13-48班擁有20年以下學校歷史之教師在知覺教師心理賦權程度較高。 六、 桃園縣國民中學教師，因其年齡及服務年資之不同，而有不同的教師學術樂觀知覺感受，以年齡51歲（含）以上並服務超過21年之學校教師在知覺教師學術樂觀程度較高。 七、 桃園縣國民中學校長分布式領導、教師心理賦權與教師學術樂觀的知覺及各分層面，彼此之間具有正相關的關係。 八、 桃園縣國民中學校長分布式領導、教師心理賦權對教師學術樂觀具有預測作用，以「校長分布式領導」的預測力最佳。 最後依據研究結果與結論，提出具體建議，以供教育行政機關、學校校長與教師以及未來研究的參考。 / The purpose of this study was to investigate the current development of principal’s distributed leadership, teachers’ psychological empowerment, and teachers’ academic emphasis in secondary schools of Taoyuan County, and to analyze the difference between teachers of different background variables, and to explore the relationship among the three variables. This study has aimed to predict teachers’ academic emphasis through principal’s distributed leadership and teachers’ psychological empowerment. Through the use of questionnaire survey method, data were collected from 30 secondary schools, distributing 690 questionnaires in total. Valid questionnaires of 480 were collected, with a usable rate of 69.97%. All data were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, and multiple regression. The conclusions of this study are as follows: 1. Secondary school teachers’ perception of principal’s distributed leadership is above average, in which the item “principals’ self-confidence” and “humility”was the highest, and “creating a culture of trust” was the lowest. 2. Secondary school teachers’ perception of teachers’ psychological empowerment is above average, in which the item “impact” was the highest, and “competence” was the lowest. 3. Secondary school teachers’ perception of teachers’ academic optimism is above average, in which the item “self-efficacy” was the highest, and “academic emphasis” was the lowest. 4. There are significant differences in the secondary school teachers’ perception of principals’ distributed leadership in terms of age, position, scale of school, and age of school. 5. There are significant differences in the secondary school teachers’ perception of teachers’ psychological empowerment in terms of age, years of service, scale of school, and age of school. 6. There are significant differences in the secondary school teachers’ perception of academic emphasis in terms of age and years of service. 7. There is a positive correlation among the principals’ distributed leadership, teachers’ psychological empowerment, and teachers’ academic optimism. 8. Principal’s distributed leadership and teachers’ psychological empowerment have a predictive effect on teachers’ academic optimism.

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本研究旨在探討桃園市高中職校長學術樂觀與教師教學成效的現況，藉由分析不同背景變項與學校變項之教師在知覺校長學術樂觀與教師教學成效的差異情形；進而探討校長學術樂觀對教師教學成效，最後根據研究提出結論。 為達上述研究目的，本研究採用問卷調查法，以桃園市33所公私立高中職之教師兼主任、教師兼組長(含科主任)、教師兼導師與專任教師為研究對象，採隨機抽樣方式，寄發問卷440份，回收有效問卷412份，有效回收率為93.6 ％。問卷所得資料採用IBM SPSS Statistics 20.0統計軟體進行資料分析，獲得以下結論： 一、高中職現職教師在年齡與任教年資的差異上，顯現出對校長學術樂觀有不同之知覺傾向 二、高中職兼任導師之現職教師對校長學術樂觀知覺較低 三、公立高中職之現職教師對校長學術樂觀知覺呈現正相關 四、高中職現職教師在年齡與任教年資的差異上，顯現出對教師教學成效有不同之知覺傾向 五、高中職兼任導師之現職教師對教師教學成效知覺較低 六、高中職之現職教師對校長學術樂觀與教師教學成效具中度顯著關係，但在「班級氣氛」層面呈現低度顯著 七、高中職現職教師在「校長學術樂觀」的「信任教師、學生、家長」與「重視學生學習」對「教師教學成效」具有較高之預測力 / This study was designed to investigate the current status of high school principal’s academic optimism, teacher’s teaching effectiveness and their relationship in Taoyuan. Base on the result of analyzing the difference of teaching effectiveness of teachers from different backgrounds and different schools, and of school principal’s academic optimism, and on the result of exploring the influence of principal’s academic optimism on the effectiveness of teacher’s teaching, the conclusion is made. To achieve the above purpose, the research uses the questionnaire survey procedure, the grand total provides 440 questionnaires randomly to teachers who are in different positions, either homeroom teachers, full time teachers, section chief or directors in 33 public or private high schools in Taoyuan, recycling effective questionnaires 412, the effective questionnaire recycling a rate 93.6%. The data obtained from questionnaires has been analyzed by using IBM SPSS Statistics 20.00 obtain the following a conclusion: 1. When high school teachers’ age and the length of teaching year vary, their perception of principal’s academic optimism differs. 2. High school teachers’ perception of principal’s academic optimism is weak if they are homeroom teachers. 3. Public high school teachers have stronger perception of principal’s academic optimism. 4. Teachers with different ages and different length of teaching years have different perception of teaching effectiveness. 5. Current teachers who are homeroom teachers have weak perception of teaching effectiveness. 6. Academic optimism of high school principals is moderate significantly correlated to teachers’ teaching effectiveness, but weak correlated to classroom climate. 7. Two parts of measurement of principal’s academic optimism, faculty trust in students and parents and the school’s academic emphasis are highly predictable to teacher’s teaching effectiveness of current high school teachers.

This study examined student academic optimism in four diverse North Texas school districts. This study used a convergent parallel mixed methods design to analyze results of an online administration of the survey, and Latinx student responses to a focus group protocol derived from the survey. Quantitative results indicate the individual scales making up the construct align with previous research results. The three scales were found to be strongly and significantly correlated, indicating the potential for validation. Qualitative results indicate Latinx students' perceptions of their academic careers align with four themes. Latinx students are keenly aware of their teachers as a person, their school as a community, the intrusion of the outside world, and students as agents. Qualitative results support the importance of the three components of the construct, student trust in teachers, student academic press, and student identification with school. As a new source of data, combined with existing metrics of instructional effectiveness, student academic optimism could increase the ability of decision makers to improve the overall efficacy of school systems especially when addressing the persistent opportunity gaps for Latinx and other students of color.