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本研究旨在了解臺北市國民小學校長知識領導與教師專業發展之現況，了解不同的背景變項在臺北市國小校長知識領導與教師專業發展之差異情形，分析不同程度的校長知識領導在教師專業發展之差異情形，最後探討臺北市國小校長知識領導對教師專業發展之預測力情形。 本研究採用問卷調查法，以臺北市國民小學教師為調查分析對象，以自編之「臺北市國民小學校長知識領導與教師專業發展之調查問卷」為工具進行調查，問卷研究對象以臺北市47所國民小學632位教師為樣本，蒐集的資料以獨立樣本t 考驗、單因子變異數分析、Scheffé事後比較、Pearson積差相關及逐步迴歸分析等進行資料分析，獲致以下結論： 壹、臺北市國民小學校長知識領導整體及各向度的表現屬「中高程度」，其 中以「激勵組織成員學習」表現最佳得分最高，而「整合學校資源系 統」得分最低。 貳、臺北市國民小學教師專業發展現況，屬「中高程度」，其中以「計畫專 業成長」得分最高，「參與學術活動」得分最低。 參、不同性別、年齡、職務、學校規模與學校校齡的臺北市國民小學教師， 在知覺校長知識領導上均有顯著差異。 肆、不同性別、年齡、職務、服務年資、教育程度與學校規模的臺北市國民 小學教師，在教師專業發展上均有顯著差異。 伍、不同程度的校長知識領導越高，則教師專業發展的表現越佳。 陸、除了激勵組織成員學習外，臺北市國民小學校長知識領導，對教 師專業發展具有中度正相關與可預測力。 最後，依據研究結果，提出具體建議，俾供臺北市國民小學校長與教師，及未來研究之參考。 / The purpose of this study is to understand the current status between principals’ knowledge leadership and teachers’ professional development of elemenatary schools in Taipei City, the difference condition on variances of different background between principals’s knowledge leadership and teachers’ professional development of elemenatary schools in Taipei City, and further analyzes the difference condition between principals’ knowledge leadership and teachers’ professional development, finally, to explore the predictionon principals’ knowledge leadership to teachers’ professional development of elemenatary schools in Taipei City. This Study adopted questionnaire survey aimed at teachers of elementary schools in Taipei City as the object of analysis with the self-prepared tool of “questionnaire survey of principals’ knowledge leadership and teachers’ professional development of elemenatary schools in Taipei City” to proceed inestigation, The questionnaire object ws based on 47 elementary schools and 632 teachers in Taipei City as sample , the data collected was proceeded and anyalyzed on independant sample by t factor, single factor variances analysis, Scheffé comparison afterward, Pearson cummulated difference and the related multiple stepwise regression, the conclusion obtained is as follows: 1. The overall and each aspect performance of principals’ knowledge leadership are belonged to “moderate to high degree”., where the performance of “encouraging organization’s members to learn” is the best with highest scores, however, “intigrating school resource system” gets lowest scores. 2. The current status of teachers’ professional development of elementary schools in Taipei City is belonged to “moderate to high degree”., where “professional growth on planning” has gotten the highest scores, but “involvement in academic avtivities” is the lowest scores. 3. The cognitions among teachers with different sex, age, job duties, school scale, school age of elementary schools in Taipei City on principals’ knowledge leadership that have significant difference. 4. The teachers with different sex, job duties, seniority, level of education, all have significant difference on teachers’ professional development. 5. The higher the different level of principals’ knowledge leadership, the better the performance of teachers’ professional development. 6. As to teachers’s professional develpment, the principals’ knowledge leadership of elementary schools in Taipei City has a moderate and positive relation with precditable ability except encouraging “organization’s members to learn ”. Finally, according to the result of Study to submit a concrete suggestion to provide for the future research reference to principals and teachers of elementary schools in Taipei City. 1.Suggestions to the prncipals of elementary schools in Taipei City 1)Carefully use the role of encouragement played by principals to build a harmonious learning atmosphere. 2)To establish an award and encouragement system and development for research task to encourage members in innovative development. 3)To construct an interactive environment of knowledge management of school and to develop the culture of knowledge share. 4)To utilize the knowledge leading and to integrate school’s source system and further to have an abundant learning resource on knowledge. 2.Suggestions to the teachers of elementary schools 1)Actively involve in life learning and to enhance individual professional skill. 2)Actively engage in educational research and further to establish a self-supporting system. 3)Participates in evaluation on teachers’ professional development and to fulfil evaluation on the result of advanced learning. 4)Establishes a teaching archive and to plasticize the achievement of professional development.

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

本研究旨在瞭解新竹市國民小學校長知識領導、學校組織學習與教師組 織公民行為之現況，並分析不同背景變項之教師在知覺校長知識領導、學校組織學習與教師組織公民行為之差異情形，且探討三者之間的關係，最後藉由校長知識領導與學校組織學習對教師組織公民行為進行預測。 本研究採調查研究法，共計抽樣 29 所學校，發出 685 份問卷，回收 484份有效問卷，問卷有效率達 70.66%。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、新竹市國民小學教師知覺校長知識領導為高程度，以「充實領導知能」之知覺程度為最高，「展現創新行動」之知覺程度相對較低。 二、新竹市國民小學教師知覺學校組織學習為中高程度，以「系統思考」之知覺程度為最高，「溝通對話」之知覺程度相對較低。 三、新竹市國民小學教師有中高程度之教師組織公民行為表現，以「利他人行為」之表現為最高，「利組織行為」之表現相對較低。 四、新竹市國民小學教師，因其年齡、服務年資、學校規模與學校歷史之不同，而有不同的校長知識領導知覺感受，以 30 歲以下、服務年資 10 年（含）以下、學校規模 15 班以下與學校歷史 40 年以下、61 年以上之教師知覺程度較高。 五、新竹市國民小學教師，因其年齡、服務年資、教育程度與擔任職務之不同，而有不同的學校組織學習感受，以 31 至 40 歲、服務年資 10 年（含）以下、研究所以上學歷與擔任主任之教師知覺程度較高。新竹市國民小學教師，因其年齡、服務年資、教育程度與擔任職務之不同，而表現出不同程度的教師組織公民行為，以 30 歲（含）以下、服務年資 10 年（含）以下、研究所以上學歷與擔任級任教師之教師表現程度較高。 六、新竹市國民小學校長知識領導、學校組織學習與教師組織公民行為的知覺及各分層面，彼此之間具有正相關。 七、新竹市國民小學校長知識領導對教師組織公民行為具有預測作用，以「展現創新行動」的預測力最佳。 八、新竹市國民小學學校組織學習對教師組織公民行為具有預測作用，以「團隊學習」的預測力最佳。 九、新竹市國民小學校長知識領導、學校組織學習對教師組織公民行為具有預測作用，以「團隊學習」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。