The specific problem this research studied is the relationship between principal instructional leadership behaviors and student achievement in Nigeria. Eight of the often cited principal instructional leadership behaviors were selected for study. They are: set goals; set expectation; provide resources, human/material; manage/coordinate curriculum and instruction; establish school climate; promote staff professional development; and monitor student progress. The purpose of this study was to determine the relationship between the eight selected principal instructional leadership behaviors and student achievement in Nigeria. Using the stratified random sampling technique, a sample of 400 teachers, and 40 principals was selected from 40 secondary schools in Edo State. Two questionnaires were developed to gather data for the study. Data collected were analyzed using descriptive statistics, and pictorial presentation. The descriptive demographic variables gender, age, experience, and education, were used to describe the data gathered. The independent and dependent variables were subjected to inferential statistics using the Pearson product – moment correlation coefficient technique. Eight null hypotheses were tested to determine the statistically significant relationship between the eight independent variables and the dependent variable. The level of significance chosen was .05. The primary findings indicated that there are no statistically significant relationship between any of the eight independent variables and the dependent variable. Therefore, it could be concluded that there are other variables that are related to student achievement in Nigeria, though the eight independent variables could enhance it. Student intrinsic motivation, discriminating synthesis of old and new values, and a return to the Nigerian tradition are variables offered as those that are related to student achievement in Nigeria. Of all these variables, student intrinsic motivation seems to be the recurring variable that is most related to it. Nine main recommendations were made to the Nigerian students, scholars, school system, and society.

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.

本研究旨在探討國民中學校長教學領導、教師領導與家庭教養文化對學生表現之影響。首先，要了解國民中學校長教學領導與教師領導之現況；其次，探討不同家庭背景學生對家庭教養文化知覺的差異情形；再者，分析校長教學領導、教師領導、家庭教養文化與學生學業成就之間的相關情形；最後，利用結構方程式以校長教學領導與家庭教養文化為外衍變項；學校文化、學生參與和認同與學生學業成就為內衍變項，探討各變項之間的直間接效果，並找出對學生表現預測力最強的因素。 本研究以九十五學年度台南市立國民中學之教師與學生為研究對象，並以研究者譯自國外重要問卷編制而成之「學校情形與領導調查問卷」和「學生參與和家庭環境調查問卷」為研究工具，有效樣本為858份，包括教師236位與學生622位。根據受試者之填答結果再分別以平均數、標準差、單因子變異數分析、皮爾遜積差相關以及結構方程模式（SEM）等統計方法，進行資料處理分析。 本研究獲致之結論如下： 一、 國民中學教師對校長教學領導之知覺為中度表現。 二、 國民中學教師對教師領導之知覺為中度表現。 三、 不同家庭背景之國民中學學生對於家庭教養文化的知覺有顯著差異。 四、 國中校長教學領導與學生學業成就有正相關。 五、 國中教師領導與學生學業成就有正相關。 六、 家庭教養文化與學生學業成就有正相關。 七、 本研究所假設的結構模型在LISREL整體適配度考驗下，為一可接受模型，並可顯示出各變項之間的直間接效果。尤其，家庭教養文化對於學生表現有高度的預測力；而校長教學領導與教師領導必須透過學校文化才能對學生表現造成顯著影響。 最後，根據研究結果提出具體建議，以作為教育行政主管機關、國民中學校長、教師、家長以及未來相關研究之參考。 / The Study of the Effects of Junior High School Principal Instructional Leadership, Teacher Leadership, and Family Educational Culture on Student Performances The goal of the study is to explore the relationship among junior high school principal instructional leadership, teacher leadership, family educational culture and student performances. First of all, to understand the common situation of principal instructional leadership and teacher leadership in Tainan municipal junior high school. And then, to explore the differences between students’ perceptions toward family educational cultures and students’ family backgrounds, including brother and sisters’ number in family, family organization type, parents’ education degree, and parents’ occupation. Next, to analyze the correlation between principal instructional leadership ＆student achievement, teacher leadership＆student achievement, and family educational culture＆student achievement. Finally, to use the Structural equation modeling to exam the feasibility of the hypothetical model, and through the path analysis to find out the direct and indirect effects between each variable. There were 858 valid cases, including 236 teachers and 622 students. The returned data were analyzed by statistical methods such as “ Mean”, “Standard Deviation”, “One-Way ANOVA”, “Pearson’s Product-Moment Correlation”, and“ Structural Equation Modeling”. The major results were summarized as follows: 1. The entire performance of principal instructional leadership in Tainan municipal junior high school is at middle degree. 2. The entire performance of teacher leadership in Tainan municipal junior high school is at middle degree, too. 3. There are obvious differences between students’ perceptions toward family educational cultures and students’ family backgrounds. 4. There is a positive correlation between principal instructional leadership and student achievement. 5. There is a positive correlation between teacher leadership and student achievement. 6. There is a positive correlation between family educational culture and student achievement. 7. Through the LISREL test, improving the hypothetical model in our research could be acceptable, and it could show the direct and indirect effects between variables. We also find out that family educational culture is the most powerful predicator to student performances in the study. At last, to bring up some concrete suggestions according to the study outcomes as references for governmental institution for education, junior high school principals, junior high school teachers and parents, and correlated study in the future.