本研究旨在瞭解北區公私立高中校長策略領導與學校效能之現況，並分析校長人口變項、教育人員人口變項、學校環境變項在校長策略領導以及學校效能的差異情形，最後探討校長策略領導與學校效能之關係。 本研究以問卷調查法為主，半結構式訪談為輔。問卷調查法以自編「高中校長策略領導與學校效能調查問卷」（內含學校基本資料、校長策略領導量表與學校效能量表）為工具，並依問卷調查歸納相關的問題，設計並確定訪談大綱，做為訪談的依據，實地訪談公私立高中校長各1位，以確認問卷設計之方向，並藉由整理訪談文字資料、編碼歸類整理，以綜合問卷調查與訪談資料，進行研究結果的分析與討論。修正後問卷以臺北市、臺北縣、基隆市、桃園縣、新竹市、新竹縣之公私立高中教育人員為研究對象，分層隨機抽取30所學校，共發出問卷467份，回收458份，有效問卷458份。所得資料以描述性統計、ｔ考驗、單因子變異數分析與Scheffé事後比較、Pearson’s積差相關、多元逐步迴歸分析等統計方法進行資料分析。研究結論如下： 壹、北區公私立高中教育人員知覺校長策略領導與學校效能之現況，屬良好程度。 貳、在校長人口變項中，校長不同學歷與服務年資在校長策略領導表現無顯著不同，而校長不同性別與不同年齡則有差異，其中以男性優於女性，「36～45歲」優於「46～55歲」及「56歲以上」。 參、在教育人員人口變項中，不同性別、年齡、年資在校長策略領導表現無顯著不同，不同職務則有差異，以「主任或秘書」及「組長」表現較佳。 肆、在學校環境變項中不同位置、規模、類別、屬性對校長策略領導之表現均有差異，以「61班以上」、「直轄市」、「私立」、「普通高中」表現佳。 伍、在校長人口變項中，教育人員對校長不同性別在學校效能覺知上並無差異，而不同學歷、服務年資、年齡有差異，以「36～45歲」、「5年以下」及「31年以上」、「碩士四十學分」及「博士」表現較優。 陸、在教育人員人口變項中，不同性別在學校效能覺知上並無差異，而不同年齡、年資、職務則有差異，以「56歲以上」及「46-55歲」、「5年以下」及「21-30年」、「主任或秘書」及「組長」表現較優。 柒、在學校環境變項中，不同位置、規模、類別、屬性對學校效能之表現均有差異，以「41-60班」及「61班以上」、「直轄市」、「私立」、「綜合高中」之表現較佳。 捌、高中校長策略領導與學校效能之間，有顯著的正相關。 玖、北區公私立高中校長策略領導對學校效能具有預測力。 最後依據研究結果與結論，提出具體建議，以作為高中校長、教育行政機關、以及未來研究的參考。 / This study aims to investigate the current development of the public and personal principal’s strategic leadership and school effectiveness and to analyze the differences in teachers’ and principals’ personal variables and school environmental variables concerning principals’ strategic leadership and school effectiveness in north area. Finally, it explores the relationship between principal’s strategic leadership and school effectiveness. This study employs the research method of questionnaire surveys and semi structured interviews. The survey is used in the study, including the school database, principal’s strategic leadership questionnaire and school effectiveness questionnaire. The frame of the interview questions was designed according to the findings from the questionnaire. Two principals, each from the public and personal senior school, were interviewed to clarify and extend the findings of the survey. Then, the data retrieved from questionnaires and interviews were compiled, categorized, synthesized and analyzed. The revised questionnaires are studied by the teachings who work in the public and personal senior high school of Taipei City, Taipei County, Keelung City, Taoyuan County, Hsinchu City, Hsinchu County. Then, use random sampling way to select thirty senior schools. 467 subjects are randomly selected, 458 questionnaires were returned, and there are 458 questionnaires were valid. Valid sample data was analyzed and processed using the methods of description statistics, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation and stepwise multiple regressions. Following is the summary of the study: 1. The awareness of the strategic of principals and school effectiveness in north area are in good condition. 2. In the variable of principals’ personnel, there is no significant difference in the principal’s strategic leadership in terms of principals’ seniority, and educational background. But there are some differences in terms of principals’ gender and age. The male is better than the female, and the age between 36 – 45 years old are better than 46-55 years old and above 56 years old. 3. In the teaching’s group, there’s no significant difference in the principal’s strategic leadership in terms of gender, age, and seniority. While there are some differences in terms of position. The chief of department, secretaries and section leader are above average. 4. There are significant differences in the principal’s strategic leadership from schools of different scales. Over 61 classes, in the metropolitan, private owned and ordinary senior high schools got better scores. 5. There is no significant difference in the principal’s strategic leadership in terms of gender. There are significant differences in terms of principals’ educational background, seniority and age to the school effectiveness, and the age between 36-45 years old, under 5 years experiences, over 31 years experiences, master degree and above got better scores. 6. In the teaching’s group, there is no significant difference in the recognition of school effectiveness in terms of gender. While there are significant differences in terms of age, seniority, and position. The age between 46-55 years old and above, under 5 years experiences, between 21-30 years experiences, chief of department, secretaries, section leader got better scores. 7. There are some differences in the school effectiveness from schools of different scales. 41-60 classes and above, in the metropolitan, private owned and compound senior high schools got better scores. 8. It shows significant positive correlation between principal’s strategic leadership and school effectiveness. 9. Principal’s strategic leadership of the public and personal senior high schools in north area demonstrates the predictability of the school effectiveness. This study is finalized at proposing practical suggestions based on the findings and conclusions to educational administration authorities, senior high school principals, educators and faculty for further study and reference.

本研究旨在探討國民小學校長理想師傅校長特質與校長策略領導能力的內涵。本研究方法為文獻分析、問卷調查、焦點團體法與專家訪談法。而問卷調查樣本為臺灣地區各縣市公立國民小學校長共1000人，可用問卷714份，可用率為71.4%。焦點團體座談對象為現職國民小學校長；專家訪談對象為國內辦理國民小學校長職前儲訓或培育相關機構的行政人員。研究工具包含自編之「國民小學校長理想師傅校長特質與校長策略領導能力之研究調查問卷」、「國民小學校長理想師傅校長特質與校長策略領導能力之研究座談大綱」、「國民小學校長理想師傅校長特質與校長策略領導能力之研究專家訪談大綱」。本研究統計方法為描述性統計、t考驗、單因子變異數分析與薛費法事後比較、皮爾森積差相關、線性結構關係分析（SEM），內容分析等方法。根據研究結果與分析後歸納之研究結論如下： 壹、國民小學校長理想師傅校長特質之內涵包括師傅教導態度、個人自我要求、人際關係技巧、主動學習意願與經營實務素養。 貳、國民小學校長策略領導能力之內涵包括訂定目標、轉化行動、整合資源、核心技術與領導智慧。 參、國民小學校長理想中的師傅校長特質，以「經營實務素養」向度得分最高，而「師傅教導態度」向度得分最低。 肆、國民小學校長策略領導能力的現況得分程度佳，並以「核心技術」能力表現最佳。 伍、校長背景變項中，年齡、年資、受訓地點對知覺理想師傅校長特質的差異達顯著水準，但性別、最高學歷、學校規模、學校區域未達顯著差異。 陸、校長背景變項中，年齡、年資、學校規模、學校區域，對知覺策略領導能力的差異達顯著水準，而性別、最高學歷、受訓地點未達顯著差異。 柒、國民小學校長對理想師傅校長特質得分程度高分組者，在校長策略領導能力的得分顯著優於中、低分組。 捌、理想師傅校長特質與校長策略領導能力間呈顯著正相關。 玖、理想師傅校長特質對校長策略領導能力的模式經驗證後適配度佳，具有顯著影響力。 最後，本研究依研究結果分別提出以下建議： 壹、對教育行政機關的建議 一、校長培訓課程中應嵌入師傅校長教導，並增加師徒相處的時間。 二、遴選師傅校長時，應先瞭解校長的期待與需求。 三、應重視師傅校長的選擇、訓練、配對與課程安排。 四、應將縣市遴選師傅校長的作法推廣至其他辦理校長儲訓之單位。 五、應建置「師傅校長網絡（mentor network）」，持續給予校長支持。 六、校長培訓課程應納入策略領導能力涵養，並加強轉化行動的能力。 七、應強化校長策略領導知能，鼓勵相關學術研究與舉辦研習活動。 貳、對國民小學校長的建議 一、校長參加校長遴選時，應以適合自身條件的學校為考量。 二、鼓勵退休與資深優秀校長擔任師傅校長。 三、鼓勵校長積極參與專業社群，以增進經驗交流、互動與成長。 四、校長應重視策略領導能力的培養，並加強轉化行動的能力。 / The main purpose of this research is to study the ideal mentor’s traits for an elementary school principal and the strategic leadership ability of an elementary school principal. The research methods used was literature review, questionnaires investigation, focus group sessions and interviews. The research instrument was distributed to 1000 elementary public school principals all over Taiwan and 714 valid samples were used in this study. The data obtained was interpreted using descriptive statistics, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation, SEM through the use of LISREL 8.71, and content analysis. The conclusions drawn from the study were as follows: 1. An elementary school principal ideal mentor’s traits includes: positive attitude, self requirement, strong people and communication skills, life long learner, and good manager of time and resources. 2. Strategic leadership ability of an elementary school principal includes: goal setting, translate strategy into action, align people and organizations, develops core competencies, and has leadership wisdom. 3. The mentor’s trait “good manager of time and resources” ranks first and “positive attitude” ranks last. 4. All the elementary principal strategic leadership abilities received a positive outcome and “develops core competencies” rank the highest. 5. The elementary school principal’s background demography age, years in service, and training unit incurred a significant difference with all the ideal mentor’s traits. 6. The elementary school principal’s background demography age, years in service, school size, and school district incurred a significant difference with all the strategic leadership abilities. 7. Elementary school principals who got high score on the ideal mentor’s traits were gotten better score in the strategic leadership ability than low and middle ones. 8. The ideal mentor’s traits for an elementary school principal are positively correlated with the strategic leadership ability of an elementary school principal. 9. The ideal mentor’s traits for an elementary school principal could positively predict the strategic leadership ability of an elementary school principal, and its “model fit indices” is proper. In the last, based on the research results, the researcher propose some suggestions for “Educational Administrative Agencies” and “principal of elementary schools”, hoping to benefit the of the school principal preparation systems in the future.

本研究旨在探討桃園縣、新竹縣、新竹市與苗栗縣國民中學校長策略領導、學校組織文化與學校創新經營效能之現況，並分別針對不同校長個人背景變項和學校環境變項在校長策略領導、學校組織文化與學校創新經營效能的差異加以探討；其次，分析三者之關係；最後則針對其預測力進行檢證。 本研究採問卷調查法，經分層比例抽樣選取桃園縣、新竹縣、新竹市與苗栗縣國民中學之學校主任、組長、導師與專任教師為調查分析的對象，抽樣調查42所學校共500位教育人員，回收樣本495 位。以自編「國民中學校長策略領導、學校組織文化與學校創新經營效能調查問卷」為工具進行調查，調查所得的資料則以社會科學統計套裝軟體（SPSS for window 17.0 中文版）進行統計，調查所得的資料分別進行描述與推論統計，包括：描述性統計、t考驗、單因子變異數分析、Scheffé事後分析、皮爾遜積差相關、多元逐步回歸分析等統計方法進行後續分析與討論後，獲致以下研究結論： 一、 桃園縣、新竹縣、新竹市及苗栗縣國民中學教師對策略領導、學校 組織文化及學校創新經營效能之運作現況的 知覺屬於程度良好， 其中以「策略思維」、「科層型文化」及「學生活動創新效能」層 面的表現最佳，而「轉化願景」、「創新型文化」及「校園環境創 新能」層面較差。 二、 桃園縣、新竹縣、新竹市及苗栗縣國民中學不同校長性別在校長策 略領導、學校組織文化與學校創新經營效能上具有顯著差異。 三、 不同校長年齡在校長學校組織文化具有顯著差異。而在校長策略領 導與學校創新經營效能上則無顯著差異。 四、 不同校長在校年資在校長策略領導整體及各層面具有顯著差異，而 學校組織文化與學校創新經營未具有顯著差異。 五、 不同校長總年資在校長策略領導、學校組織文化與學校創新經營效 能上具有顯著差異。 六、 不同學校所在地在校長策略領導、學校組織文化與學校創新經營效 能上具有顯著差異。 七、 不同學校歷史在校長策略領導、學校組織文化與學校創新經營效能 之「行政管理創新效能」、「校園環境創新效能」及「社會資源運用 創新效能」方面上具有顯著差異。 八、 不同學校規模在學校組織文化之「創新型文化」層面與學校創新經 營效能上具有顯著差異。而校長策略領導則無顯著差異。 九、 桃園縣、新竹縣、新竹市及苗栗縣國民中學校長策略領導、學校組 織文化與學校創新經營效能三者之間有密切的正相關。 十、 校長策略領導與學校組織文化對學校創新經營效能整體具有預測力 其中以「創新型文化」、「轉化願景」、「引領變革」與層面最具 預測力。 十一、校長策略領導與學校組織文化各層面對整體學校創新經營效能各 層面具有預測力。 最後，依據研究結果，提出具體建議，俾供教育行政機關、校長以及後續研 究者之參考。 關鍵詞: 校長策略領導、學校組織文化、學校創新經營效能 / This research aims to study the current situations of school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools, especially in the junior high schools in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County. The school principals’ different personal backgroud and dissimilar environments of different schools are dissected while analyzing the relationship among the three. Moreover, the predictability of the three is examined respestively. The questionnaire investigation of this research adopts stratified random sampling method, and the subjects of the investigation are the school deans, section chiefs, homeroom teachers and subject teachers in the junior high schools in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County. Questionnaires are distributed to 500 educational personnel in 42 schools, and 495 of which are collected. The questionnaire used in the investigation is self-designed and the collected data and statistics are compiled by exercising SPSS for window 17.0. The acquired data are described, analyzed and discussed by using descriptive statistic, t-Test, One-way ANOVA, Scheffé Method, Pearson product-moment correlation, multiple regression analysis, and the findings are as the following. I. The junior high school teachers in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County are well aware of the situations of their school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools, especially in the aspects of ‘Tactic Thinking’, ‘Bureaucratic Culture’, and ‘Efficacy of Innovative Student Activities.’ Yet, the teachers don’t realize much about the aspects of ‘Prospect of Transformation’, ‘Innovative Culture’ and ‘Efficacy of Innovative School Environment.’ II. The gender difference of the school principals leads to obvious differences in school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County. III. The age difference of the school principals leads to obvious differences in the organizational cultrue of the schools. Rather, it makes no evidence differences in the school principals’ strategic leadership and the efficacy of the innovative management in the schools. IV. The difference in the years of working experence in the schools of the school principals leads to obvious differences in school principals’ strategic leadership. Rather, it makes no evidence differences in the organizational cultrue of the schools, and the efficacy of the innovative management in the schools. V. The difference in the total years of working experience of the school principals leads to obvious differences in school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools. VI. The difference in the location of the schools leads to obvious differences in school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools. VII. The difference in the history of the schools leads to obvious differences in school principals’ strategic leadership, organizational cultrue of the schools, and ‘Efficacy of Administrative Management’, ‘Efficacy of Innovative School Environment’ and ‘Efficacy of Application of Innovative Social Resources’ of the efficacy of the innovative management in the schools. VIII. The difference in the scale of the school leads to obvious differences in the efficacy of the innovative management in the schools, and ‘Innovative Culture’ in organizational cultrue of the schools. Rather, it makes no evidence difference in the school principals’ strategic leadership IX. There is a highly positive correlation among school principals’ strategic leadership, organizational cultrue of the schools, and the efficacy of the innovative management in the schools in Taoyuan County, Hsinchu County, Hsinchu City, and Maoli County. X. School principals’ strategic leadership, and organizational cultrue of the schools have predictability in the overall efficacy of the innovative management in the schools, especially in the aspects of ‘Innovative Culture’, ‘Prospect of Transformation’, and ‘Leading Reformation.’ XI. School principals’ strategic leadership, and organizational culture of the schools have predictability in different perspectives of the efficacy of the innovative management in the schools. At last, accoring to the results of the research, I’ve made some suggestions, hoping to provide reference materials for educational administrative organizations, school principals and other researchers in this field.