This paper uses evidence from a small-scale interview of five primary school principals within the Stockholm Municipality to examine their focus on student learning. To facilitate this analysis, four questions were addressed: • What are the expectations principals have of learning for their students? • Has there been a change in perception of learning in the 21st Century? • How do principals think they have influence on student learning? • How do principals see their role towards lifelong learning? This thesis argues that we have to redefine learning for the 21st Century through emphasizing a more holistic approach to both teaching and learning and by paying more attention to learning outcomes. It explores contemporary trends in leadership education and connects them to the literature. In practice, the study uses two models, instructional leadership and transformational leadership, to integrate the the data collected. It proposes that school principals play a part in student learning through their roles of setting directions, developing people and developing the organisation. The main results showed that the principals and vice-principals who participated in the study were aware of their roles in student learning. However, their roles were not immediately identifiable with a particular leadership style but a combination of styles. They realised that they did not encourage lifelong learning, which is an important component of 21st Century learning. Key Words: 21st Century learning, lifelong learning, learning expectations, learning outcomes, leadership styles, instructional leadership, transformational leadership, cultural change leadership.

“much of what we know about leadership is today redundant because it is literally designed for a different operating model, a different context, a different time” (Pascale, Sternin, & Sternin, p. 4). This thesis describes a project that was designed with a focus on exploring ways to enhance leadership capacity in non-government organisations operating in Christchurch, New Zealand. It included 20 CEOs, directors and managers from organisations that cover a range of settings, including education, recreation, and residential and community therapeutic support; all working with adolescents. The project involved the creation of a peer-supported professional learning community that operated for 14 months; the design and facilitation of which was informed by the Appreciative Inquiry principles of positive focus and collaboration. At the completion of the research project in February 2010, the leaders decided to continue their collective processes as a self-managing and sustaining professional network that has grown and in 2014 is still flourishing under the title LYNGO (Leaders of Youth focussed NGOs). Two compelling findings emerged from this research project. The first of these relates to efficacy of a complexity thinking framework to inform the actions of these leaders. The leaders in this project described the complexity thinking framework as the most relevant, resonant and dynamic approach that they encountered throughout the research project. As such this thesis explores this complexity thinking informed leadership in detail as the leaders participating in this project believed it offers an opportune alternative to more traditional forms of positional leadership and organisational approaches. This exploration is more than simply a rationale for complexity thinking but an iterative in-depth exploration of ‘complexity leadership in action’ which in Chapter 6 elaborates on detailed leadership tools and frameworks for creating the conditions for self-organisation and emergence. The second compelling finding relates to efficacy of Appreciative Inquiry as an emergent research and development process for leadership learning. In particular the adoption of two key principles; positive focus and inclusivity were beneficial in guiding the responsive leadership learning process that resulted in a professional learning community that exhibited high engagement and sustainability. Additionally, the findings suggest that complexity thinking not only acts as a contemporary framework for adaptive leadership of organisations as stated above; but that complexity thinking has much to offer as a framework for understanding leadership development processes through the application of Appreciative Inquiry (AI)-based principles. A consideration of the components associated with complexity thinking has promise for innovation and creativity in the development of leaders and also in the creation of networks of learning. This thesis concludes by suggesting that leaders focus on creating hybrid organisations, ones which leverage the strengths (and minimise the limitations) of self-organising complexity-informed organisational processes, while at the same time retaining many of the strengths of more traditional organisational management structures. This approach is applied anecdotally to the place where this study was situated: the post-earthquake recovery of Christchurch, New Zealand.

Change has become the norm as knowledge economy organisations aim to build agile people, process, and technology practises to ensure future sustainability. Leaders have been criticised due to the inability to manage sustainable and meaningful change that will navigate the future success of the organisation. The research will explore leaders’ stories during an organisational change journey in order to determine the story type and subsequent meaning associated with leadership stories during organisational transformation. The research utilised a qualitative narrative inquiry research design to explore multiple leadership stories. Thematic network analysis was used to explore the themes identified within the leaders’ stories and to identify the themes of meaning evident beneath the surface. The research findings contribute to the field of Organisational Psychology by providing leaders with a framework for navigating sustainable change journeys, and explore current leadership practices that contribute to the high rate of current organisational change failures. / Industrial and Organisational Psychology / M. A.

Dagens omvärldsförhållanden ger oss nya förutsättningar till kontinuerligt förändringsarbete. Nyckeln till ett lyckat förändringsarbete är att anpassa verksamheten efter de nya förutsättningarna där förändringar ses som möjligheter istället för risker. En kontinuerlig strävan efter förbättring i kombination med vilja kan skapa ytterligare tillfällen för kvalitetsutveckling. Anticimex är ett internationellt serviceföretag som arbetar med skadedjurskontroll, fuktkontroll, matsäkerhet, brandskydd och husbesiktningar. Kundtjänstavdelningen på kontoret i Sollentuna lyfter att företaget idag lider av en internt bristande kommunikation. Syftet med examensarbetet är att fokusera på grundorsaker till den bristande kommunikationen samt hur berörda moment kan effektiviseras. Utifrån ett kvalitetsmässigt perspektiv kommer studien att redogöra förbättrings-och implementeringsförslag rörande det bristande problemområdet. Utförd fallstudie har genomförts tillsammans med samtliga medarbetare inom kundtjänstavdelningen som respondenter. Utefter respondenternas utsagor har teori som berör offensiv kvalitetsutveckling, kommunikation, förändringsarbete samt motivation redogjorts för att utveckla analysens innebörd. Resultatet visar på att det överväldigande informationsflödet beror på lednings sätt att förmedla ut informationvia intranätet som även är kopplat till forum och mail. Intranätets överväldigande informationsflöde i samband med en otydlig struktur bidrar även till att information går miste där väsentliga förändringar kan påverka medarbetarnas arbetsuppgifter samt kundernas upplevelse. Fallstudiens slutsats är att Anticimex är i behov av en förändring rörande intranätets utformande. Att avgränsa informationsutskick till enbart de parter som berörs kan skapa en större tydlighet för medarbetarna på kontoret. En bra igångsättande tackling på problemet kan även vara att införa avdelningsmöten på lokalnivå. Anställda inom kundtjänstavdelningen kan då gemensamt diskutera frågor rörande otydligheter eller förändringar där informationsflödet blir tydligare. För en helhetslösning krävs åtgärder på ledningsnivå rörande intranätets utformande med ett mer avgränsat utskick. / Today’s market condition gives us new opportunities for continuous change. The key to successful change is to adapt the business to the new conditions, where change is seen as opportunities instead of risks. A continuous pursuit of improvement in combination with will can create additional facilities regarding quality development. Anticimex is an international service company that handles pest controls, food safety, fire protection, house inspections etc. The customer service department in Sollentuna, north of Stockholm, emphasizes that the company today suffer from an internal communication failure. The purpose of the thesis of this work is to focus on root causes of the communication failure and how relevant elements can be streamlined. Based on a quality perspective, the case study will describe improvement and implementation proposals regarding the described problem area. Performed case study has been carried out together with all the employees at the customer service department as respondents. Follow the respondents’ statements, theory related to offensive quality management, communication, improvement work and motivation have been reported to develop the meaning of the thesis analysis. The results show that the overwhelming flow of information depends management’s way of communicating information mainly through the intranet which is connected to internal forums and mail. The intrinsic structure of the intranet also contributes to the loss of important information, where significant changes can affect employees’ duties and the overall customer satisfaction. The case study concludes that Anticimex is in need of change regarding the overwhelming information flow in connection with the intranet’s design. To delimit the information sent to only the parties concerned can create greater perspicuity for employees in the customer service department in Sollentuna. A good start to the problem may also be to introduce departmental meetings at local level. Employees in the customer service section can then jointly discuss issues related to ambiguities or change in which information becomes clearer. For a complete solution, it is suggested to introduce a change on management-level where the information is delimited or the intranet is restructured.

Much current literature on management and strategy still describes strategy work as a linear, top-down, management-based, rational, logical, structured and planned change activity with clear and predictable goals. It is described as an activity in which individual managers are addressing key questions and implementing an important, management-based plan. By using the right tools and techniques, skilled managers can transform plans into reality through good leadership and systematic rollout. This way of thinking about leadership is based on an understanding of leaders as rather powerful, knowing, heroic individuals who can stand outside of their organization to plan an ideal future, and who are equipped to make employees follow their instructions in order to reach desired goals. In this thesis I research into my experiences of what is happening in an organization, taking seriously the experience of developing a new strategy. It is an organization working in the public sector in Denmark which is right now trying to find a strategy and its way through a series of 'wicked problems' not easily handled. Through the use of autobiographical narrative-based inquiry and a focus on everyday local interactions between people working together, I research into what is 'really' going on in strategy work. Drawing on the theory of complex responsive processes of relating and reflexivity, I describe and analyse the interactions in our leadership team's efforts to change the organization's strategy. In doing so themes of power, power games and power differentials, politicking and some of the paradoxes in management - such as inclusion/exclusion, local interaction and global patterning, unpredictable predictability, and conflict and cooperation - are investigated. The complex responsive process perspective views organizations as patterns of interaction and conversations between people working together. By analogy from complex adaptive systems models, sociology, psychology and philosophy, it argues that generalizable population-wide patterns emerge in unpredictable ways through exactly these local complex interaction and interplays of people's intentions, thoughts and actions. This leads me to propose generalizable new contributions to knowledge about strategy work. Examining my own experience, I problematize the 'heroic', individualistic, view of what leaders do when working with strategy, preferring to see strategy as a co-created activity that emerges in complex and paradoxical interactions between people in the organization, in the leadership team, in daily cooperation with employees, and through the interface with customers. The understanding of co-creation here being that together we co-create our social life and our social life is co-creating us, our selves, our personalities at the same time. This inseparable paradox of the individual and the group, of the one and the many is investigated. Finally, I suggest that strategy work is inseparable from the everyday messy conflictual power games of organizational life, and that leaders - through actively engaging in ongoing conversations and co-creating meaning - participate in developing new understandings of identity and culture. In talking with one another about what it is we are doing, in influencing and being influenced, and reflecting on this, we are already changing what is going on; this itself is strategy work. The narratives show that to work with strategy effectively, we need to negotiate our intentions in convincing ways through forming strong power alliances. Taking experience seriously also demonstrates a close connection between power, ethics and action, and that it is impossible to decide the 'good' thing to do before acting. Developing reflexivity, both as an individual and in collaborative work, is a prerequisite for working in an ethical way, aware of our mutual interdependence. Finally, the thesis describes some of the consequences of taking experience seriously as a strategy. It has changed the way our staff understand what they are doing, and is beginning to change the kind of assignments we take on, and how we deal with them. One spin-off has been producing two books (with more to come). We also have new and more reflexive contacts in business and knowledge-creating environments, such as universities and business schools. The thesis shows a number of results from working with strategy in this way. This indicates that the act of taking your experience seriously in itself implies a kind of transforming causality, and hereby a strategy of change.

Bakgrund: Covid-19-pandemin har ställt stora krav på arbetsplatserna. Tidigare forskning visar att organisationer påverkas på många olika sätt i krissituationer. Hur dessa kriser bemöts och hanteras av ledare kan vara avgörande för organisationens framtid. I och med att både ledarskap och kriser är svåra att definiera är ledarskapsrollen i kriser intressant samt aktuellt eftersom vii skrivande stund befinner oss mitt i covid-19-pandemin.   Problem: Den snabba smittspridningen har ställt krav på arbetsplatser som i sin tur påverkatsmycket av detta. Tidigare rutiner och vanor kan inte följas på samma sätt som tidigare vilket kan skapa oro och problem inom företag. Det krävs hantering av situationen med covid-19-pandemin samtidigt som företag måste lyckas utföra sina vardagliga arbetsuppgifter föröverlevnad på lång sikt. Oavsett om den nya vardagen gynnar eller hämmar företag måsteåtgärder vidtas. Ledarna måste använda sina egenskaper för att hantera situationen på bästa möjliga sätt samtidigt som deras egna tankar och åsikter spelar mindre roll när det ställs krav på att saker och ting måste utföras på ett specifikt sätt. Det finns inte mycket erfarenheter som kan användas kring varje specifik kris eftersom en del är helt nya och unika krävs det att ledare är medvetna om vad som skulle kunna uppkomma och hur de ska agera. Ledare behöver besitta olika typer av kompetenser beroende på kris för att lyckas hantera den komplexa situationen som organisationen står inför.   Syfte: Syftet med denna uppsats är att undersöka hur ledarskapets utförande har påverkats undercovid-19-pandemin. Tanken med denna undersökning är att både involvera ledare och medarbetare. Utifrån ledare och medarbetare är målet att skapa en förståelse utifrån deras uppfattningar för att erhålla en tydligare bild på hur ledarskap faktiskt har påverkats av covid-19-pandemin.   Metod: Vår forskningsstrategi var att genomföra en fallstudie för att skapa en större förståelse hur ledarskap påverkas vid krissituationer. I undersökningen används två kvalitativa metoderför att både få en bred och djup förståelse utifrån respondenterna. En avgränsning har gjorts i undersökningen till att undersöka en liten del av Volvo Lastvagnar AB och specifikt hur ledarskapet har påverkats inom denna del.   Studiens resultat: Det är näst intill ingenting som är sig likt jämfört med ledarskapet innancovid-19-pandemin. Det som visat sig vara den största påverkande faktorn på ledarskapet harvarit distansarbete. Trots att ledarna inte upplever att ledarskapet fungerat bra upplevermedarbetarna det vilket visar att de finns olika uppfattningar kring detta område. Undersökningen visar även att det finns olika uppfattningar kring arbetsutförandet. Dessa olika uppfattningar har påverkat avdelningen positivt då det genererat flera nya lösningar på problem som uppstått. Medarbetarna har fått större ansvar för arbetsutförandet vilket har lett till merkreativa lösningar jämfört med tidigare. Genom att ledarna har givit mer ansvar tillmedarbetarna har det visat sig att deras livssituation påverkats positivt genom mer egenplanering av arbetet. / The written language of this paper is Swedish.   Background: The Covid-19 virus has come to demand huge requirements for all businesses. Research shows that different organizations has been affected in different ways during critical situations, how these situations is being answered and handled by the leaders can be crucial for the organizations future. However good leadership and critical situations is hard to define, the role of a leader during crisis is a very interesting subject in this moment when we are actually living during a pandemic right now.     Problem: The quick development around the spread of infection has demanded a lot for companies. Old routines and habits can’t be followed in the same way as before which causes worries inside the company by the employees. Management around the pandemic situation are important and at the same time the company has to proceed and manage to keep their regular work going on and manage to survive at longer terms. Even though this new way of work gains or inhibits the company some measures have to take action. The leaders must use their knowledge to handle certain situations in the best possible way. At the same time their own thoughts and opinions does not play a role in this when the work must be dealt with in a specific way. There is not a lot of experience when it comes to handle a specific crisis because the crises are brand new and unique which means that the leaders have to be beware of what can show up and how to take action for it. A leader needs to have a lot of knowledge around different areas depending on the situation to actually manage the complex situation the organization is facing.   Purpose: The purpose of this essay is to investigate the outcome of how leadership has been affected during the pandemic. The thought of this investigation is to involve leaders for the companies and also the employees. Our target is to create an understanding based on their thoughts on how to keep up a clear view on how good leadership actually has been affected during the pandemic.   Method: Our research strategy was to implement a study that creates a bigger understanding on how leadership affects during a critical crisis. In this investigation we’ve used two qualitative methods to get a wider and deeper knowledge based on the respondents. During this investigation a boundary has been made during the research for a small part of the company Volvo Lastvagnar AB on how specific the leadership has been affected.   The result: It’s basically nothing that is what it used to be when it comes to leadership compared to what it was before the pandemic. The study shows that the biggest element on leadership has been the distance work. The leaders do not believe that their style of leadership is doing great for the company, although if we ask the employees, they think it works which shows that there are a lot of different opinions in this area. The study shows that around during different working situations, there are a lot of opinions that actually affected the company positively because it has generated new and improved solutions on upcoming problems. The employees have been titled with more responsibility during work which has led to more creative solutions compared to earlier. By the bigger responsibility handed out by the leaders, the employees have a more positive feeling when it comes to life in general just because they have their own structure and planning of their work.

An organization’s culture is constantly changing as the organization goes through new challenges and growth. The evolution of the culture will occur naturally, however, it can also be managed and steered in the direction desired by the leaders in the organization. When managing culture change, the leadership is essential for the changes to be established and embedded in the organization. This leadership can take many forms and constellations, and finding a suitable one can be essential. This thesis is an inductive case study aiming to investigate what benefits a shared leadership constellation can entail for the leaders in the organization, what the attitudes towards the constellation are, and how the culture better can be managed by changing to said constellation. The case study is conducted at a manufacturing company in Enköping which has recently expanded its operations significantly. Through this, the culture has not kept up with the changes in the organizations, leading to a vaguely defined culture and plenty of subcultures. The results are found from combining organizational culture theory and leadership theory focusing on shared leadership. The findings suggest that there is potential for the implementation of a shared leadership constellation to both be beneficial for the group of managers and the culture change work that is to be implemented. / En organisations kultur förändras ständigt när organisationen går igenom tillväxt och nya utmaningar. Utvecklingen av kulturen kan ske naturligt, men den kan också hanteras och styras i den riktning som anges av ledarna i organisationen. När man hanterar kulturförändringar är ledarskapet essentiellt för att förändringarna ska etableras och förankras i organisationen som avsett. Detta ledarskap kan anta många olika former och konstellationer, och att hitta rätt form kan vara väsentligt för att den avsedda kulturen ska uppnås. Det här examensarbetet är en induktiv fallstudie som syftar till att undersöka vilka fördelar en delad ledarskapskonstellation kan innebära för ledarna i organisationen, hur attityden mot konstellationen är och hur kulturen bättre kan hanteras genom att byta till denna konstellation. Fallstudien är gjord på ett tillverkande företag i Enköping som nyligen utökat sin verksamhet avsevärt. Genom detta har kulturen inte skalats upp i takt med förändringarna i organisationen, vilket lett till en vagt definierad kultur och ett flertal subkulturer. Resultaten har uppnåtts genom att kombinera organisationskulturteori och ledarskapsteori med fokus på delat ledarskap. Resultaten tyder på att det finns potential för implementeringen av en delad ledarskapskonstellation att både vara till nytta för chefsgruppen, såväl som det kulturförändringsarbete som ska genomföras.

In today’s rapidly changing environment, organizational change is more important than ever before for companies to remain competitive. Additionally, there is an increasing need that change leadership theory needs a new perspective which emphasizes the need to further investigate the area. Communication is a part of change leadership theory. Although leadership communication is a thoroughly researched theoretical field, the dynamics of the communication process is limited and needs to be further investigated. This thesis has therefore focused on leadership communication during organizational change. By designing a dynamic communication model, this study aims to develop an increased understanding of communication barriers in companies during organizational change. This thesis is based on a case study at AstraZeneca. Data in this study have been retrieved through a survey and interviews conducted at the company. The communication process has been identified to consists of three phases; Explaining the Change, Getting Others Along, and Anchoring the Change. Based on these three phases, three barriers to leadership communication during organizational change have been identified; Lack of Understanding, Lack of Requesting, and Lack of Time. By understanding these barriers and comparing them to existing literature, a dynamic communication model has been proposed. This model consists of the theoretical anchored communication phases; Sender, Message, Receiver, and Feedback together with the three identified communication barriers; Lack of Understanding, Lack of Requesting, and Lack of Time. This model is considered as a foundation for future studies intended to develop a dynamic communication model suitable for organizational change. The model can also be viewed as a tool for managers in organizations characterized by change who want to enhance their communicating ability and overcome these communication barriers. / I dagens snabba förändringstakt är det viktigare än någonsin för företag att förbli konkurrenskraftiga. Det finns dessutom ett ökande behov av att förändringsledningsteorin behöver ett nytt perspektiv, vilket betonar vikten av att undersöka detta område. En del i förändringsledarskapsteorin är kommunikation. Trots att ledarkommunikation är ett väl undersökt teoretiskt område, är teorin om kommunikationsprocessens dynamik begränsad och behöver undersökas ytterligare. Denna studie har därför fokuserat på ledarkommunikation under organisatorisk förändring. Genom att utforma en dynamisk kommunikationsmodell syftar denna studie till att utveckla en ökad förståelse för kommunikationsbarriärer i företag under organisatorisk förändring. Denna uppsats är baserad på en fallstudie på AstraZeneca. Data har inhämtats genom en enkät och intervjuer genomförda hos företaget. Kommunikationsprocessen har identifierats att bestå av tre faser; Att förklara förändringen, Att få med sig andra och Att förankra förändringen. Baserat på dessa tre faser har tre barriärer för ledarkommunikation under organisatorisk förändring identifierats; Brist på förståelse, Brist på efterfrågan och Tidsbrist. Genom att förstå barriärerna och jämföra dem med befintlig litteratur har en dynamisk kommunikationsmodell föreslagits. Denna modell består av de teoretiska förankrade kommunikationsfaserna; Avsändare, Meddelande, Mottagare och Återkoppling tillsammans med de tre identifierade kommunikationsbarriärerna; Brist på förståelse, Brist på efterfrågan och Tidsbrist. Denna modell ses som en grund för framtida studier avsedda att utveckla en dynamisk kommunikationsmodell som är lämplig för organisationsförändringar. Modellen kan dock också ses som ett verktyg för ledare i organisationer kännetecknade av förändring som vill förbättra sin kommunikationsförmåga och övervinna dessa kommunikationsbarriärer.

The purpose of this study was to determine the relationship between second-order change leadership behaviors and the grade assigned to schools in large urban districts by the Florida Department of Education (FLDOE). A total of 101 Title I elementary school principals from large urban school districts with 60+% students on Free and Reduced School Lunch participated in the study. Specifically, this study analyzed 7 of the 21 second-order change factor responsibilities. They include (a) knowledge of curriculum, instruction, assessment, (b) optimizer, (c) intellectual stimulation, (d) change agent, (e) monitoring/evaluating, (f) flexibility, and (g) ideals/beliefs. The findings of this study were delineated through an examination of the data as it was related to the following questions: (a) What are the differences, if any, in the Principal Actions Survey scores of Title I elementary principals based on the 2008 school grade, according to the FLDOE? (b) What relationship, if any, exists among professional demographics of the principals (years at the school, years as an educator, years as an administrator prior to becoming a principal, years as a principal, highest degree earned, age, gender) and the second-order change leadership behaviors? (c) What are the differences, if any, in the second-order change leadership behavior subgroup scores based on the 2008 school grade according to the FLDOE? Although Research Question 1 had no statistical significance, principals who had a higher mean on the Principal Actions Survey led A and B-rated schools. Statistical significance was found in Research Question 2 for the second-order change leadership behavior of Change Agent and Ideals/Beliefs. Though statistical significance was not found in Research Question 3, each mean score for each sub-group in each grade group indicated consistent answers between Strongly Agree and Agree, which demonstrated a large degree of agreement. Additionally, comments from telephone interviews with selected principals determined that these leadership behaviors could positively impact elementary schools and the field of education. Recommendations of the study were to: (a) Conduct a follow-up study to gather the perceptions of teachers from the same Title I schools regarding their principals' second-order change leadership behaviors, (b) conduct a similar study with principals in Title I middle and high school settings, (c) conduct a qualitative study on second-order change leadership behaviors of non-Title I elementary, middle, and high school principals, (d) engage in further research to investigate professional development activities that may assist principals in enhancing second-order change leadership behaviors and improve instruction, (e) investigate the relationship between principals' second-order change leadership behaviors and achievement of Adequate Yearly Progress (f) replicate the study in states other than Florida (g) explore the relationship between second-order change leadership behaviors of district administrators and their district's academic success.

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.