本研究旨在瞭解臺北縣市高中教師知覺校長轉型領導與教師組織承諾的現況，並分析教師人口變項、學校環境變項在校長轉型領導以及教師組織承諾的差異情形，最後探討校長轉型領導與教師組織承諾之關係。 本研究以問卷調查法為主，訪談為輔，所稱「高中」校長，僅包括公立（含國立與縣市立）高級中學，不含私立高中與綜合高中。問卷調查法以自編「高中校長轉型領導與教師組織承諾調查問卷」（內含基本資料、校長轉型領導量表與教師組織承諾量表）為工具，對臺北縣市公立高中進行問卷調查。問卷以高中教師為調查對象，計調查41所學校，發出問卷668份、回收534份、有效問卷513份，可用率76.8%。調查所得資料分別以描述性統計、t考驗、單因子變異數分析、Pearson積差相關、多元逐步迴歸分析等統計方法實施資料分析，據以進行研究結果的分析與討論。 研究結論如下： 一、目前高中校長轉型領導與教師組織承諾現況表現均屬中上程度。 二、在教師人口變項中，不同年齡、職務的教師在所知覺的校長轉型領導上具有顯著差異。其中以年齡較大教師以及兼任主任教師知覺的校長轉型領導程度較高。 三、在教師人口變項中，不同年齡、學歷、年資與職務的教師在教師組織承諾上具有顯著差異。其中以年齡較大教師、四十學分班結業、年資較久以及兼任主任之教師組織承諾較高。 四、在教師人口變項中，不同性別、學歷與年資教師在所知覺的校長轉型領導上沒有顯著差異。不同性別教師在教師組織承諾上沒有顯著差異。 五、在學校環境變項中，不同學校歷史與學校規模的教師在所知覺的校長轉型領導上具有顯著差異存在。其中以學校歷史為11-20年及學校規模為13-24班的教師知覺的校長轉型領導程度較高。 六、在學校環境變項中，不同學校性質、歷史與規模的教師在教師組織承諾上具有顯著差異。以學校歷史較久、班級數較多的一般高中教師組織承諾較高。 七、在學校環境變項中，不同學校性質、學校位置的教師在所知覺的校長轉型領導上沒有顯著差異。不同學校位置的教師在教師組織承諾上沒有顯著差異。 八、在不同性別校長與校長在本校年資變項中，教師所知覺的校長轉型領導有顯著差異，在教師組織承諾上沒有顯著差異。教師知覺男性校長與第一年在本校服務的校長轉型領導程度較高。 九、整體而言，高中校長轉型領導與教師組織承諾具有正相關。 十、校長轉型領導對於教師組織承諾具有預測力。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、學校校長以及未來研究的參考。 / This study aims to investigate the current situations of principals’ transformational leadership and teachers’ organizational commitment in senior high schools and to analyze the differences in teachers’ personal variables and school environmental variables concerning principals’ transformational leadership and teachers’ organizational commitment. Finally, it explores the relationship between principals’ transformational leadership and teachers’ organizational commitment. This study employs the research method of questionnaire surveys and interviews. There were two survey tools used in the study, including Principals’ Transformational Leadership Questionnaire, and Teachers’ Organizational Commitment Questionnaire. Six hundred and sixty eight subjects are randomly selected from forty-one public senior high schools in Taipei city and county. The number of effective samples is 513. The data are analyzed using the methods of description statistics, t-test, one-way ANOVA, and multiple stepwise regressions. The findings of this study are as follows: 1. The current situations of principals’ transformational leadership and the teachers’ organizational commitment in senior high schools are both above average. 2. Among teachers’ personal variables, there is significant difference in principals’ transformational leadership based on the two variables, teachers’ age and teachers' positions. Senior teachers and teachers with administrative affairs get higher scores. 3. Among teachers’ personal variables, there is significant difference in teachers’ organizational commitment based on the variables of teachers’ age, educational degrees, seniority and positions. Older and senior teachers, teachers who completed forty-credits in-service training courses and teachers with administrative affairs get higher scores. 4. Among teachers’ background variables, there is no significant difference in principal’s transformational leadership based on the variables of the teachers’ sex, educational degrees and seniority; and there is no significant difference in teachers’ organizational commitment between male and female teachers. 5. Among the school environmental variables, there is significant difference in principal’s transformational leadership based on the variables of the school’s history and scale. Teachers in schools older than ten years but less than twenty years and teachers in schools with the number of classes more than 13 but less than 24 get higher scores. 6. Among the school environmental variables, there is significant difference in teachers’ organizational commitment based on the variables of school type, history and scale. Teachers in older and bigger schools get higher scores. 7. Among the school environmental variables, there is no significant difference in principals’ transformational leadership based on the variables of school type and location .And there is no significant difference in teachers’ organizational commitment for teachers who serve in different school locations. 8. Based on the variables of principals’ sex and serving years in the school, there is significant difference in principal’s transformational leadership, but there is no significant difference in teachers’ organizational commitment. Male principals and the principal serving for the first year in the school get higher scores. 9. In general ,there is positive correlation between principals’ transformational leadership and teachers’ organizational commitment. 10. Principals’ transformational leadership can serve to predict teachers’ organizational commitment. In the end, based on the findings and conclusions of this research, some suggestions are given to our educational administration authorities, senior high principals and future studies for reference.

本研究旨在探討臺灣地區國民小學校長科技領導與智慧教室創新擴散的現況，分析不同背景變項與環境變項國民小學之教師，知覺校長科技領導與智慧教室創新擴散之差異情形，並探究國民小學校長科技領導對智慧教室創新擴散之關係，根據研究結論提出建議供有關單位參考。 為達到研究目的，本研究採用問卷調查法，以臺灣地區46所設置有智慧教室的公立國民小學，以校內的教師兼主任、教師兼組長、級任老師與科任教師為研究對象，共寄發問卷364份，回收有效問卷298份，有效回收率為81.87 %。本研究使用SPSS for Windows 20.0 、社會網絡分析軟體（Ucinet 6）及LISREL為資料分析軟體，獲得以下結論 ： 一、臺灣地區國小教師對國民小學校長科技領導及智慧教室創新擴散的 知覺程度整體而言屬中上程度，其整體表現已有一定水準。 二、不同性別、年齡、服務年資、學校歷史之國民小學教師在知覺校長 科技領導及智慧教室創新擴散上，均無顯著差異。 三、不同最高學歷、職務性質、學校規模、學校所在位置、智慧教室的 間數、每週智慧教室使用的次數之國民小學教師在知覺校長科技領 導及智慧教室創新擴散上，具有顯著差異。 四、國民小學校長科技領導與智慧教室創新擴散之間具有顯著相關。 五、國民小學校長科技領導對智慧教室創新擴散有預測力，其中以「願 景、計畫與管理」的預測力最高。 六、本研究建構之模式經過結構方程模式檢定獲得支持，國民小學校長 科技領導對智慧教室創新擴散具有正向顯著的影響。 最後依據上述研究結論，提出具體建議，做為教育行政機關、國民小學校長參考運用。 關鍵詞：校長科技領導、智慧教室、創新擴散、社會網絡 / Research on the Effect of Principals’ Technology Leadership on the Diffusion of Innovations in Smarter Classrooms in Elementary Schools in Taiwan Abstract This study investigated the current status of principals’ technology leadership and the diffusion of innovations in smarter classrooms in elementary schools in Taiwan. It also analyzed the difference of elementary school teachers’ perceptions toward their principals’ technology leadership and the diffusion of innovations in smarter classrooms under different background and environmental variables. Moreover, it probed into the relationship of principals’ technology leadership on the diffusion of innovations in smarter classrooms. According to the research results, suggestions are given to relevant units for reference. For the above research purposes, this study conducted a questionnaire survey on teachers who are concurrently directors, teachers who are concurrently supervisors, homeroom teachers, and subject teachers, of 46 elementary schools in Taiwan provided with smarter classrooms. A total of 364 questionnaires were distributed, and 298 valid samples were retrieved, with a valid return rate of 81.87%. The data were analyzed using SPSS for Windows 20.0, social network analysis software Ucinet 6, and LISREL. The findings are as follows: 1. In Taiwan, the elementary school teachers’ perceptions towards the elementary school principals’ technology leadership and the diffusion of innovations in smarter classrooms are above average as a whole. Its overall performance meets the standard. 2. For elementary school teachers of different genders, ages, teaching years and school history, their perceptions towards the principals’ technology leadership and the diffusion of innovations in smarter classrooms have no obvious difference. 3. For elementary school teachers of different educational backgrounds, duties, school sizes, school locations, number of smarter classrooms, number of weekly uses in the smarter classrooms, their perceptions towards the principals’ technology leadership and the diffusion of innovations in smarter classrooms are obviously different. 4. There is a significant correlation between the elementary school principals’ technology leadership and the diffusion of innovations in smarter classrooms. 5. Elementary school principals’ technology leadership has predictive power on the diffusion of innovations in smarter classrooms; among them, the predictive power on vision, planning, and management is the highest. 6. The constructed modeling of this research was tested and supported by the Structural Equation Modeling, that elementary school principals’ technology leadership has a positive effect on the diffusion of innovations in smarter classrooms. Finally, based on the above conclusions, specific suggestions are offered to educational authorities and elementary schools for reference. Keywords: Principals' Technology Leadership, Smarter Classrooms, Diffusion of Innovations, Social Network

本研究旨在探討宜蘭縣國民小學教師知覺校長服務領導、學校內部行銷與學校創新經營之現況，比較不同背景變項之國小教師在三個變項間之差異情形，並探討國小教師在知覺三個變項間的關係，並進而分析國小教師知覺校長服務領導、學校內部行銷對學校創新經營之預測力。 本研究採用問卷調查法進行研究，以宜蘭縣國小教師為對象，共發出411份問卷，回收332份問卷，有效問卷為311份，回收後之問卷可用率為75.67%。調查所得資料以 SPSS 統計套裝軟體，進行相關統計方法處理分析。本研究獲致以下結果： 一、宜蘭縣國小教師知覺校長服務領導屬於中上程度，在「校長服務領導」八個層面，以「服侍」層面為最高；在知覺學校內部行銷屬於良好程度，在「學校內部行銷」五個層面中，以「參與賦權」層面最高；在知覺學校創新經營屬中上程度，在「學校創新經營」五個層面中，以「學生活動創新」層面最高。 二、不同年齡及不同學校地區之教師在知覺「校長服務領導」的程度上有顯著差異。 三、不同性別、年齡、服務年資、教育程度、擔任職務、學校規模及學校地區之國小教師在學校內部行銷上無顯著差異。 四、不同年齡之國小教師，在學校創新經營分層面「行政管理創新」及 「校園環境創新」有顯著差異；不同服務年資之國小教師，在學校創新經營分層面「行政管理創新」及「校園環境創新」有顯著差異，而在學校創新經營整體也呈現顯著差異；不同學歷之國小教師在學校創新經營分層面「資源運用創新」有顯著差異。 五、不同學校規模之國小教師，在「課程教學創新」層面、「學生活動創新」層面、「資源運用創新」層面及「校園環境創新」層面，均有顯著差異。 六、宜蘭縣國小教師知覺校長服務領導、教師學校內部行銷、學校創新經營整體及各層面，兩兩之間均有顯著相關。 七、宜蘭縣國小校長服務領導對學校創新經營有預測力；宜蘭縣國小學校內部行銷對學校創新經營有預測力；宜蘭縣國小校長服務領導與學校內部行銷對學校創新經營有預測力。 最後，根據研究結果提出建議，供國小校長、國小教師、教育行政機關及未來研究之參考。 關鍵字：校長服務領導、學校內部行銷、學校創新經營 / The purpose of this study is to explore how elementary school teachers in the Yilan district perceive principals’ servant leadership, school internal marketing and school’s innovation management. The thesis not only looks into whether and how teachers’ background matters, but also analyzes how they predict the three variables in question. This study conducted a survey-questionnaire by targeting on elementary school teachers in the Yilan district. A total of 411 questionnaires were distributed and 332 questionnaires were received. Among them, 311 were valid (75.67%). The data was analyzed through SPSS statistics, descriptive statistics, t-test, single factor analysis of variance, Pearson correlation coefficient and multiple stepwise regressions. The findings of the study included: 1.Perceptions of principals’ servant leadership, school internal marketing, and school’s innovation management were respectively “above average”, “average” and “above average” in all aspects. The top priority each was “service”, “participation and empowerment”, and “student activity innovation” in the order. 2.Perception of principals’ servant leadership was found significantly different for teachers with different ages and from different school districts. 3.Perception of school internal marketing was found not significantly different for teachers with different genders, ages, service years, education levels, posts, and from schools with different sizes and districts. 4.Teachers with different service years perceived school’s innovation management significantly differently. More precisely, service year and age both made a significant effect on the perception of administration management innovation and campus environment innovation. Teachers with different education levels perceived resource use innovation significantly differently. 5.School size made a significant effect on the perception of curriculum and teaching innovation, student activity innovation, resource use innovation, and campus environment innovation. 6.Pairwise comparisons among principals’ servant leadership, school internal marketing and school’s innovation management were all significant. 7.Principals’ servant leadership was predictive of school’s innovation management, so was school internal marketing. Principals’ servant leadership plus with school internal marketing also predicted school’s innovation management. The results of this study provide an empirical basis for school principals, teachers and education administrators to make future investigations. Key words: principals’ servant leadership, school internal marketing, School’s innovation management.

本研究旨在瞭解北北基地區國民小學校長正向領導與教師專業學習社群的現況，並分析教師人口變項、學校環境變項在校長正向領導以及教師專業學習社群的差異情形，最後探討校長正向領導與教師專業學習社群之關係。 本研究以問卷調查法為主，問卷內容以「國民小學校長正向領導與教師專業學習社群關係之調查問卷」（內含基本資料、校長正向領導量表與教師專業學習社群量表）為工具，對北北基地區國民小學進行問卷調查。調查所得資料分別以描述性統計、t考驗、單因子變異數分析、Pearson 積差相關、逐步多元迴歸分析等統計方法實施資料分析，據以進行研究結果的分析與討論。 研究主要發現如下： 一、國小校長在整體正向領導與教師在教師專業學習社群方面表現為中 上程度。 二、國民小學教師人口變項中，不同性別、年齡、服務年資與現任職務 之教師知覺校長正向領導有差異。 三、國民小學教師人口變項中，不同性別、年齡、學歷與服務年資之教 師知覺教師專業學習社群沒有差異。 四、國民小學在環境變項中，不同學校規模之教師知覺校長正向領導與 教師專業學習社群有差異。 五、國民小學校長正向領導各層面與教師專業學習社群為正相關。 六、校長正向領導各層面對於教師專業學習社群有預測力。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、 學校校長、教師以及未來研究之參考。 / This study aimed to explore the relationship between principals’ positive leadership of elementary school and teacher’s professional learning community in Taipei City,New Taipei City,and Keelung. The research has been done with the method of questionnaire survey in order to unveil the current situation of principals’ positive leadership and teacher’s professional learning community. This study also analyzed the differences of perceptions to principals’ positive leadership and teacher’s professional learning community which possessed by teachers with different background and investigated the predictability of principals’ positive leadership towards teacher’s professional learning community while this study also examined the relationship among these two variables. Questionnaire "elementary school principals’ positive leadership and teacher’s professional learning community relationship questionnaire" was used as a researching tool in the implementation of questionnaire survey. Survey data were analyzed by descriptive statistics, t-test, one way ANOVA, Pearson product-moment correlation coefficient, and stepwise multiple regression. The findings are as follows: 1. The perception of elementary teachers towards principals’ positive leadership and teacher’s professional learning community performance was above average. 2. The perception of elementary teachers towards principals’ positive leadership varied due to genders ,ages, working seniorities, current position ,the difference was significant. 3. The perception of elementary teachers towards teacher’s professional learning community varied due to genders, ages, working seniorities, diplomas, the difference was not significant. 4. In the environment variables, the different size of school, teachers perceived difference in principals’ positive leadership and teacher’s professional learning community. 5. Principals’ positive leadership was positively correlated to teacher’s professional learning community. 6. The predicted relations between principals’ positive leadership and teacher’s professional learning community were supported.This study made concrete suggestions to educational authorities, elementary school principal, teacher, and future related studies based on the findings and results.

校長正向領導與學校組織學習是影響教師創新教學的重要因素。本研究旨在了解高級中學校長正向領導、學校組織學習與教師創新教學的現況及差異情形，並探討上述三者的相關情形。 本研究方法為文獻分析與問卷調查法。研究對象為新北市、桃園縣、新竹縣、苗栗縣、新竹市之97所高級中學教師，有效樣本共855份。問卷回收後分別以敘述統計、獨立樣本t考驗、單因子變異數分析、積差相關、逐步多元迴歸等統計方法進行分析。根據研究結果將結論分析歸納如下： 一、高級中學教師對校長正向領導之現況知覺良好。 二、高級中學教師對學校組織學習之現況知覺良好。 三、高級中學教師對教師創新教學之現況知覺良好。 四、校長正向領導與學校組織學習間具有顯著正相關。 五、校長正向領導與教師創新教學間具有顯著正相關。 六、學校組織學習與教師創新教學間具有顯著正相關。 七、校長正向領導與學校組織學習對於教師創新教學有正向預測力。 本研究根據以上結論，提出幾點建議提供教育行政單位、高級中學校長、教師與未來相關研究作參考。 關鍵字: 校長正向領導、學校組織學習、教師創新教學 / Principals’ positive leadership and school organizational learning are the important factors of innovative teaching of teachers. This study aims to investigate the current situations and circumstances of senior high school principals’ positive leadership, school organizational learning and innovative teaching of teachers. The purpose of this study is to understand the current situation and the relationships among the positive leadership of principals, school organizational learning and innovative teaching of teachers. The research methods included literature review and questionnaire survey. The subjects of the survey were teachers in 97 senior high schools across New Taipei City, Taoyuan County, Hsinchu County, Miaoli County and Hsinchu City. The study issued a total of 855 valid questionnaires. The data was analyzed by factor analysis, reliability analysis, descriptive statistics, independent sample t-test, one-way ANOVA, Pearson Product-moment correlation, multiple regression analysis. The findings based on the results of the research are as follows: 1. The perception of the senior high school teachers toward the principals’ implement positive leadership is good. 2. The perception of the senior high school teachers toward school organizational learning is good. 3. The perception of the senior high school teachers toward the innovative teaching of teachers is good. 4. There is a significant positive correlation between the senior high school principals’ positive leadership and school organizational learning. 5. There is a significant positive correlation between the senior high school principals’ positive leadership and innovative teaching of teachers. 6. There is a significant positive correlation between the senior high school organizational learning and innovative teaching of teachers. 7. The senior high school principals’ positive leadership and school organizational learning have positive direct effect on the innovative teaching of teachers. According to the research findings, some suggestions are proposed for the reference of education administrative units, senior high school principals and teachers, and research staff engaged in future related researches. Keywords：principals’ positive leadership, school organizational learning, innovative teaching of teachers

本研究旨在瞭解中學校長服務領導與教師專業承諾之內涵與現況，並探討其關係，進而建構及驗證其互動模式，並依研究結果提出建議。 首先，進行初步文獻探討，作為本研究之研究架構的理論基礎；其次，以問卷調查法進行研究調查，問卷調查樣本以台北縣市國民中學及完全中學為教師研究對象，共抽樣645人，問卷回收523份，有效問卷517份，以分析現況及驗證理論；最後，依據研究結果進行討論與結論建議。研究主要發現如下： 一、中學校長服務領導與教師專業承諾內涵與現況 (一)中學校長服務領導包括為人文關懷、願景分享、專業創新、理性說服四個向度，看法得分情形屬於中等程度。以「願景分享」的看法得分最高；而以「專業創新」的看法得分最低。 (二)中學教師專業承諾包括專業認同與投入、專業關係與留職、專業倫理與進修三個向度，看法得分情形屬於高程度。「專業認同與投入」的看法得分最高；而以「專業關係與留職」的看法得分最低。 二、不同背景變項在中學校長服務領導與教師專業承諾之差異情形 (一)不同背景變項在中學校長服務領導得分方面：性別、年齡、服務年資、現任職務、學校規模、學校類型及校長性別有顯著差異。 (二)不同背景變項在中學教師專業承諾得分方面：年齡、學歷、現任職務、學校規模、學校所在地及學校類型有顯著差異。 三、中學校長服務領導與教師專業承諾間存在正向的關係 四、中學校長服務領導對教師專業承諾發展模式適配度良好 前因變項（中學校長服務領導）對後果變項（中學教師專業承諾）具有顯著的影響力。 最後，本研究根據研究發現，提出相關建議，俾提供教育行政機關、中學校長以及後續研究參考。 / The main purpose of this study is to investigate the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools. This study included literature analysis and questionnaire survey to be the survey methods. The purpose of literature analysis was aimed to explore the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools. Based on arranging related theory, researcher made the questionnaires of this study. The data of this study was analyzed 517 sampling subjects by description statistics, t-test, ANOVA and LISREL model. According to the statistics analysis of the questionnaire, we can get the following results. A. In the aspect of principals’ servant-leadership in secondary schools 1. The principals’ servant-leadership includes four parts, which are (1) humane concern, (2) vision sharing, (3) professional innovation and (4) reasonable persuasion. For all, the best dimension is “vision sharing”. 2. Sexual, age, years of service, incumbent duty, school scale, school type, and principals’ sexual have significant influences on principals’ servant-leadership. B. In the aspect of teachers’ professional commitment 1. The teachers’ professional commitment includes three parts, which are (1) professional identity and job involvement, (2) professional relationship and position-retaining intention, (3) professional ethics and advanced study. For all, the best dimension is “professional identity and job involvement”. 2. Age, highest education, incumbent duty, school scale, school site, and school type have significant influences on teachers’ professional commitment. C. In the aspect of the relationship between principals’ servant-leadership and teachers’ professional commitment in secondary schools 1. There was positive correlation existed between principals’ servant-leadership and teachers’ professional commitment in secondary schools. 2. Principals’ servant-leadership in secondary schools did promote teachers’ professional commitment. In the last part, according to the findings and results, the researcher proposed some suggestion for the educational officers and the principals of secondary schools, hoping to benefit the improvement and development of education of secondary schools in the future.

本研究旨在瞭解北北基地區國民小學教師知覺校長正向領導與教師組織承諾的現況，並分析教師人口變項、學校環境變項在校長正向領導以及教師組織承諾的差異情形，最後探討校長正向領導與教師組織承諾之關係。 本研究以問卷調查法為主，所稱「國民小學」校長，僅包括公立（含 國立與縣市立）國民小學，不含私立小學。問卷調查法以自編「北北基地區國民小學校長正向領導與教師組織承諾關係之調查問卷」（內含基本資料、校長正向領導量表與教師組織承諾量表）為工具，對北北基地區國民小學進行問卷調查。問卷以國小教師為調查對象，計調查 78 所學校，發出問卷836 份，回收 764 份，有效問卷 744 份，回收有效率89.00％。調查所得資料分別以描述性統計、t 考驗、單因子變異數分析、Pearson 積差相關、多元逐步迴歸分析等統計方法實施資料分析，據以進行研究結果的分析與討論。 研究主要發現如下： 一、 目前北北基地區國小校長在整體正向領導與教師在整體組織承諾方面表現均屬中上程度。 二、在教師人口變項中，不同性別、服務年資與現任職務之教師知覺校長正向領導具有顯著差異。其中以男性教師、服務年資較深以及兼任主任教師知覺校長正向領導程度較高。 三、在教師人口變項中，不同性別、年齡、服務年資與現任職務之教師知覺教師組織承諾具有顯著差異。其中以男性教師、年齡較長、服務年資較深以及兼任主任教師知覺教師組織承諾程度較高。 四、在教師人口變項中，不同年齡、學歷之教師知覺校長正向領導沒有顯著差異。不同學歷之教師知覺教師組織承諾沒有顯著差異。 五、在學校環境變項中，不同學校規模及學校位置之教師知覺校長正向領導具有顯著差異存在。其中以學校班級數12班（含）以下學校規模較小及學校位置位居偏遠地區之學校教師知覺校長正向領導程度較高。 六、在學校環境變項中，不同學校歷史之教師知覺校長正向領導沒有顯著差異。不同學校歷史、學校規模及不同學校位置之教師知覺教師組織承諾沒有顯著差異。 七、校長正向領導不論整體或是各層面都與教師組織承諾整體或各層面具有顯著正相關。 八、整體而言，校長正向領導對於教師組織承諾具有預測力。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、學校校長、教師以及未來研究之參考。 / This study aims to probe into elementary school teachers’ perceived principals’ positive leadership and teachers’ organizational commitment in Taipei City, New Taipei City, and Keelung , and analyze the difference of teachers’ demographic variables and schools’ environment variables on principals’ positive leadership and teachers’ organizational commitment. Finally, this study explores the relationship between principals’ positive leadership and teachers’ organizational commitment. This study conducted questionnaire surveys on public elementary schools only (national and municipal and schools of counties), while excluding private school. The research tool was self-designed “Questionnaire on relationship between principals’ positive leadership and teachers’ organizational commitment in elementary schools in Taipei City, New Taipei City, and Keelung ”, which covers basic information, scale of principals’ positive leadership and scale of teachers’ organizational commitment. The surveys were conducted in 78 schools, and a total of 836 questionnaires were distributed to elementary school teachers. Among the 764 retrieved samples, there were 744 valid samples, with a valid return rate of 89.00%. Data analyses included descriptive statistics, t test, One-Way ANOVA, Pearson’s product-moment correlation and multiple stepwise regression analysis. The research findings are as follows: 1. Currently, in Taipei City, New Taipei City, and Keelung , elementary school principals’ overall positive leadership and teachers’overall organizational commitment are medium to high. 2. As to teachers’ demographic variables, perception of teachers of different genders, working years and current posts on principals’ positive leadership are significantly different. Male teachers, teachers with longer working years, and teachers as directors highly perceive principals’ positive leadership. 3. As to teachers’ demographic variables, perception of teachers of different genders, ages, working years and current posts on teachers’ organizational commitment are significantly different. Male teachers, older teachers, teachers with longer working years and teachers as directors highly perceive teachers’ organizational commitment. 4. As to teachers’ demographic variables, perception of teachers of different ages and educational levels on principals’ positive leadership are not significantly different. Perception of teachers of different educational levels on teachers’ organizational commitment is not significantly different. 5. As to schools’ environment variables, perception of teachers of different school scales and locations on principals’ positive leadership is significantly different. Teachers from schools with less than (including) 12 classes and remote locations highly perceive principals’ positive leadership. 6. As to schools’ environment variables, perception of teachers of different schools backgrounds on principals’ positive leadership is not significantly different. Perception of teachers with different school backgrounds, school scales and locations on teachers’ organizational commitment is insignificantly different. 7. Overall principals’ positive leadership or the related dimensions are significantly and positively related to overall teachers’ organizational commitment or the dimensions. 8. Generally speaking, principals’ positive leadership can predict teachers’ organizational commitment. According to research findings and conclusions, this study proposes the suggestions as references for educational authority, school principals, teachers and future researchers.

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

Thesis (Ph. D.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 406-432).

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.