本研究旨在探討校長空間領導對學校組織氣氛的影響。研究方法為問卷調查法，研究對象為臺北市國民小學校長、主任及教師，共發出604份問卷，有效問卷計463份，可用率達76.66％，問卷回收後分別以描述性統計、t考驗、單因子變異數分析、Pearson積差相關、多元迴歸、結構方程模式等統計方法進行研究。根據研究結果與分析後歸納之結論如下： 一、臺北市國民小學校長空間領導表現為中上程度，以「以空間規劃提升教育意境」程度為最高，「以空間規劃拓展社區關係」程度為最低。 二、臺北市國民小學教育人員知覺學校組織氣氛為中上程度，以「校長支持行為」之知覺程度為最高，「教師疏離行為」之知覺程度最低。 三、臺北市國民小學教育人員知覺學校組織氣氛以開放型與封閉型氣氛約各佔三分之一。 四、臺北市國民小學以擔任主任職務、與得獎學校之教育人員知覺「校長空間領導」的程度較高。 五、臺北市國民小學以51歲（含）以上、任教21年（含）以上、擔任校長及主任職務、學校規模在19-36班與得獎學校之教育人員知覺「學校組織氣氛」的程度較高。 六、校長空間領導與學校組織氣氛有顯著正相關，校長空間領導越高，校長與教師開放行為指數也越高，學校也越傾向開放型氣氛。 七、校長空間領導對學校組織氣氛有顯著的預測力，以「以空間規劃帶動課程發展」對校長行為開放指數最有預測力；以「以空間規劃豐富學習資源」對教師行為開放指數最有預測力。 八、校長空間領導與學校組織氣氛結構方程模式之適配度與影響力良好。 本研究最後根據研究結果提出各項建議，以供教育行政機關、學校及 未來之參考。

本研究旨在探討國民小學校長空間領導、教師社群運作與學生學習成效的關聯性。本研究採用問卷調查法，以臺灣地區公立國民小學教育人員為對象，總共發出1,064份問卷，回收1,008份問卷，回收率為94.74%，而有效問卷回收率則為92.20%。正式問卷回收之後，分別以描述性統計、t考驗、單因子變異數分析、皮爾森積差相關、逐步多元迴歸以及結構方程模式等統計方法加以分析。 本研究獲得以下八項結論，分述如下： 一、 國民小學校長空間領導各層面達到高程度表現，在「建構教育空間」、「形塑空間願景」層面表現最突出。 二、 國民小學教師社群運作各層面表現達到高程度表現，以「情感投入」層面最獲肯定。 三、 國民小學學生學習成效各層面表現達到中高程度表現，其中以「學生行為表現」層面最獲認同。 四、 不同背景變項在國民小學校長空間領導、教師社群運作與學生學習成效之差異有其脈絡因素存在。 五、 國民小學校長空間領導、教師社群運作與學生學習成效三者間具有正向關聯。 六、 國民小學校長空間領導及教師社群運作的分層面能預測學生學習成效。 七、 國民小學校長空間領導、教師社群運作與學生學習成效的結構方程模式之適配度評鑑良好，能解釋主要變項間的關係。 八、 國民小學校長空間領導可直接影響學生學習成效，更可間接透過教師社群運作的中介機制，對學生學習成效產生正向影響。 最後，根據研究結論，提出相關建議，俾供教育行政主管機關、學校設施規劃設計、學校單位以及後續研究之參考。 / The main purpose of this study was to explore the relationship among principals’ space leadership, teacher community operation, and student learning outcomes in Taiwan elementary school. The researcher adopted survey as the main research method. The subjects have been public elementary school educators in Taiwan. 1,064 school staffs were selected to complete the questionnaire, where 1,008 questionnaires were returned. The return rate was 94.74% and the valid rate was 92.20%. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, stepwise regression, and Structural Equation Modeling. Based on the result of the current study, eight research conclusions were generated as follows: 1. The level of space leadership of principals in the elementary schools is high, and the performance in “constructing educational space” and “molding space vision” are outstanding. 2. The level of teacher community operation is high, and “affective engagement” is certainly the most eligible in the elementary schools. 3. The level of student learning outcomes is medium-performance, and “student behavior” acquired the most recognition in the elementary schools. 4. The differences of the background of principals’ space leadership, teacher community operation, and student learning outcomes have the context factors. 5. The relationships among principals’ space leadership, teacher community operation and student learning outcomes have positive correlations. 6. The sub-level of the principals’ space leadership and teacher community operation can apparently predict the student learning outcomes. 7. The proper fit of structural equation model among principals’ space leadership, teacher community operation and student learning outcomes is assessed as positive and can explain the relationships among main variables. 8. The principals’ space leadership can affect student learning outcomes directly, and which can also affect student learning outcomes positively through teacher community operation. Eventually, according to the above conclusions, the research is to provide some recommendations as future references for the educational administration authority, school planners, and elementary schools.

本研究旨在瞭解目前臺北市國民中學校長空間領導、學校組織變革與教師效能的現況，以探討國中教師知覺校長空間領導、學校組織變革與教師效能之差異情形，俾以瞭解三個變項間之關聯 ，並採問卷調查法以臺北市公立國民中學教師為母群體，共發出828份問卷，回收721 份問卷，回收率為 87.1%，有效問卷共588 份，可用率為71.0%，以描述性統計、t 考 驗、單因子變異數分析、皮爾森積差相關、迴歸分析、以及結構方程模式等統計分析，並據分析結果作成以下結論： 一、臺北市國民中學校長空間領導達到中高程度表現，在「融入課程教學」層面的表現最佳，而「使用者共同參與」仍有精進空間。 二、臺北市國民中學學校組織變革達到中高程度，以「教育科技創新」層面認同度最高，而「組織文化」層面得分數較低。 三、臺北市國民中學教師效能達到高程度表現，以「教學策略效能」層面的表現最佳，「引導學生效能」之知覺程度較低。 四、臺北市國民中學教師在不同背景變項中( 男性、教師兼主任者、學校規模13-24班、校齡21-40年 )，在知覺校長空間領導行為上顯著較高。 五、臺北市國民中學教師在不同背景變項中( 男性、教師兼主任者 )，在知覺學校組織變革上顯著較高。 六、臺北市國民中學教師在不同背景變項中( 男性、師範院校、教師兼主任者)，在知覺教師效能上顯著較高。 七、國民中學校長空間領導、學校組織變革與教師效能具有顯著正相關。 八、校長空間領導與學校組織變革對教師效能有預測力。 九、臺北市國民中學校長空間領導、學校組織變革與教師效能具有良好的適配度，且學校組織變革在校長空間領導與教師效能間扮演完全中介，故國民中學校長空間領導可透過學校組織變革對教師效能產生正向的間接影響。 本研究依研究結果提出建議，以供教育行政機關、學校決策以及未來研究參考。 / The purpose of this study was to understand the relationship among Junior High School Principals' Space Leadership, School Organizational Change and Teacher Efficacy in Taipei City. To investigate the perceptions of junior high school teachers on the correlations among the three variables mentioned above. We employed questionnaire survey to investigate the subjects included public junior high school teachers in Taipei City. With the census-taking, we retrieved 721 from 828 questionnaires. The response rate of the questionnaire was 87% with the usable rate was 71% from 588 usable ones. The collected data was analyzed by using the statistical methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson product-moment correlation, regression analysis and structural equation modeling. According to the results, these conclusions were reached statistically as follows. 1. The performance of principals’ space leadership was above average in the junior high school schools.“Curriculum Integration ” was the best among the four dimensions of the junior high school principals’ space leadership in Taipei City, and there was advancement on the situation about “User Participation” remained. 2. The performance of school organizational change reached a medium-high level in the junior high schools. The dimensions of “innovation of educational technology ” was the highest among all, and lower scores on “organizational culture”. 3. Teachers in the junior high schools evaluated the school “teacher efficacy ”as high. The score was highest in the dimension of "efficacy for instructional strategies" and the lowest in the dimension of “efficacy for student engagement.” 4. Male teachers, teachers serving as directors, teachers in schools with the size of 13-24 classes, and school age between 21 and 40 years had higher evaluations on their practice of space leadership with regard to principals. 5. Male teachers and teachers serving as directors had higher evaluations on school organizational change. 6. Male teachers, teachers serving as directors, and teachers graduating from normal schools had higher evaluations on teacher efficacy. 7. The relationship among principals’ space leadership, school organizational change and teacher efficacy was positively correlated. 8. The principals’ space leadership showed significant predictability on school organizational change and teacher efficacy, particularly in the dimension of “Curriculum Integration ”and “ core competencies of members”. 9. The structural equation model showed the well goodness-of-fit among principals’ space leadership, school organizational change and teacher efficacy. The results revealed that school organizational change fully mediated, and had positive indirect effect on principals' space leadership and teacher efficacy. Suggestions had been made out from the results of this study for the reference of the education authority, decision-making of school administration, and further research.