本研究旨在探討臺北縣國民小學分散式領導與教師學術樂觀的現況，剖析不同背景變項與學校變項知覺分散式領導與教師學術樂觀的差異情形，探討分散式領導對教師學術樂觀的關係，並根據研究結論，提出建議供有關單位參考。為達上述研究目的，本研究採用問卷調查法，以臺北縣60所國民小學之主任、組長及教師為研究對象，共寄發問卷632份，回收有效問卷553份，有效回收率為87.5％。本研究採用SPSS 17.0 for Windows和LISREL 8.80統計套裝軟體進行分析，獲得以下結論： 一、臺北縣國民小學教師知覺分散式領導、教師學術樂觀為中高程度 。 二、不同性別、教育程度、學校規模、學校地區之教師在知覺分散式領導與教師學術樂觀上，沒有顯著差異。 三、50（含）歲以上教師知覺分散式領導高於40歲以下教師，在知 覺教師學術樂觀也高於30（含）~40歲教師。 四、服務年資20（含）年以上教師在知覺分散式領導與教師學術樂觀上，高於10年以下教師。 五、教師兼主任知覺分散式領導高於班級導師；在知覺教師學術樂觀上，也高於教師兼組長及班級導師。 六、學校歷史30年以下與學校歷史90年以上的教師，在知覺分散式領導上，高於學校歷史30（含）~60年及學校歷史60（含）~90年教師；在知覺教師學術樂觀上，亦高於學校歷史30（含）~60年教師。 七、本研究建構之模式經過結構方程模式檢定獲得支持，分散式領導對教師學術樂觀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，以作為教育行政機關、國小學校行政參考運用。 關鍵詞：分散式領導、教師學術樂觀 / This study aimed to explore the current situation of Taipei County elementary schools’ distributed leadership and teacher academic optimism, and to analyze different background variables and school variables’ on the different perception of distributed leadership and teacher academic optimism, and to discuss the relationship between distributed leadership and teacher academic optimism. Based on the research conclusions, I also submitted recommendations for the relevant institutions’ reference. To achieve these purposes, this study used questionnaire survey method. I used the directors, team leaders and teachers from 60 elementary schools in Taipei County as our study objects. A total of 632 questionnaires were distributed, with 553 valid questionnaires. The effective rate was 87.5%. In this study, I used SPSS 17.0 for Windows and LISREL 8.80 statistical software for analysis and obtained the following conclusions: 1.Taipei County elementary school teachers’ perception of distributed leadership and teacher academic optimism is high. 2.There is no significant difference in different gender, education level, school size, school location in teachers’ perception of distributed leadership and teacher academic optimism. 3.Over 50 (inclusive) years old teachers’ perception on distributed leadership is higher than teachers under 40 years old. The teacher academic optimism is also higher than 30 (inclusive) to 40 years old teachers. 4.Teacher’s year of service above 20 (inclusive) years, their perception on distributed leadership and teacher academic optimism is higher than the teachers under 10 years. 5.Teachers also hold the post as directors’ perception on distributed leadership is higher than class teachers. Their perception of teachers academic optimism is also higher than teachers also hold the post as team leaders and class teachers. 6.Teachers at the school history of less than 30 years and school history over 90 years, their perception of distributed leadership is higher than teachers at school years between 30 (including) years to 60 years and school history of 60 (inclusive) years to 90 years. Their perception of teacher academic optimism is also higher than teachers at school history of 30 (inclusive) years to 60 years. 7.The model constructed in this study was supported through structural equation modeling test. Distributed leadership has a significant positive impact on teacher academic optimism. Finally, based on the above research conclusions, I submitted specific recommendations as references and applications for educational administration and elementary school administration. Keywords: distributed leadership, teacher academic optimism

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.

本研究旨在探討新北市國民中學教師學術樂觀與學校組織氣候的現況；並剖析不同背景變項與學校變項的教師知覺教師學術樂觀與學校組織氣候的差異情形；及探討教師學術樂觀與學校組織氣候之間的關係；最後，以逐步多元迴歸檢視教師學術樂觀對學校組織氣候的預測力。為達到上述研究目的，本研究採用問卷調查法，以新北市35所國民中學之主任、組長及教師為研究對象，共寄發問卷559份，回收有效問卷521 份，有效回收率為93.20％。本研究採用SPSS統計套裝軟體進行分析，獲得以下結論： 一、 新北市國民中學教師知覺教師學術樂觀、學校組織氣候為中高程度。 二、 不同年齡、教育程度、任教領域及學校地區之教師在知覺教師學術樂觀整體與學校組織氣候整體，都沒有顯著差異。 三、 不同性別之教師在知覺學校組織氣候整體，女性教師高於男性教師。 四、 不同服務年資之教師在知覺教師學術樂觀整體，21（含）年以上之教師高於6~10年之教師。 五、 不同職務性質之教師在知覺教師學術樂觀整體，教師兼主任高於教師兼導師。 六、 不同學校規模之教師在知覺教師學術樂觀整體，73（含）班以上之教師高於25~48班之教師。 七、 教師學術樂觀與學校組織氣候之間呈現正向相關。 八、 教師學術樂觀對學校組織氣候具正向預測力，其中教師信任領導者及教師信任同儕二構面對學校組織氣候整體之聯合預測力最高。 最後，依據上述研究結論，提出具體建議，以做為教育行政機關、國民中學校行政及未來研究人員的參考運用。 關鍵詞：國民中學、教師學術樂觀、學校組織氣候 / The Study of the Relationships between Teacher Academic Optimism and School Organization Climate in Junior High Schools in New Taipei City Abstract First, this study aimed to explore the current situation of New Taipei City junior high schools’ teacher academic optimism and school organization climate; then, to analyze the demographic variables on the different perceptions of teacher academic optimism and school organization climate, and then to discuss the relationship between teacher academic optimism and school organization climate. Finally, stepwise multiple regression was used to predict school organization climate. Based on the research conclusions, the proposed recommendations for the relevant institutions’ reference were provided. To achieve these purposes, this study used questionnaire survey method. The directors, team leaders and teachers from 35 junior high schools in New Taipei City were sampled as the subjects. A total of 559 questionnaires were distributed, with 521 valid questionnaires. The return rate was 93.2%. Survey data were analyzed by descriptive statistics, t-test, one way ANOVA, Pearson product-moment correlation coefficient, and stepwise multiple regression. The conclusions of this research are as follows: 1. Teachers’ perceptions of teacher academic optimism and school organization climate is high in junior high schools in New Taipei City. 2. There are no significant statistical differences in ages, education levels, teaching field, and school locations in teachers’ perceptions of teacher academic optimism and school organization climate. 3. There are significant statistical differences within genders of junior high school teachers perceptions of school organization climate. And the female teachers are obviously higher than the male teachers. 4. There are significant statistical differences within service years of junior high school teachers perceptions of teacher academic optimism. And teachers service above 21 years are obviously higher than teachers service 6~10 years. 5. There are significant statistical differences within duties of junior high school teachers perceptions of teacher academic optimism. And teachers serving concurrently as administrators of school affairs are obviously higher than class teachers. 6. There are significant statistical differences within school sizes of junior high school teachers perceptions of teacher academic optimism. And teachers above 73 classes are obviously higher than teachers in 25~48 classes. 7. Teacher academic optimism is positively correlated to school organization climate. 8. The prediction of the relationships between teacher academic optimism and school organization climate is supported. Finally, based on the above research conclusions, the recommendations are provided as references and applications for educational administrations, junior high school administrations and future researchers. Keywords: junior high school, teacher academic optimism, school organization climate