本研究旨在探討國民小學分布式領導對教師賦權增能之影響。本研究採用問卷調查法，抽取桃園縣內56所公立國民小學、656位正式教師為研究調查對象，有效問卷465份。問卷回收後以描述性統計分析、t考驗、單因子變異數分析、逐步多元迴歸分析等統計方法進行資料分析。本研究之主要研究發現歸納如下： 一、國民小學教師知覺分布式領導情況屬「中高程度」，以「分享責任」感受程度最高、「領導實踐」感受程度最低。 二、國民小學教師知覺教師賦權增能情況屬「中高程度」，以「自主性」感受程度最高、「參與決策」感受程度最低。 三、國民小學不同性別、年齡、任教年資、教育程度、現任職務及學校規模的教師所知覺的分布式領導有顯著差異，以男性、41-50歲、任教年資11-15年以上、研究所以上畢業、兼任行政職務、學校規模12班以下之教師感受程度較高。 四、國民小學不同性別、年齡、任教年資、教育程度及現任職務的教師所知覺的教師賦權增能有顯著差異，以男性、41-50歲、任教年資11-15年以上、研究所以上畢業、兼任行政職務之教師感受程度較高。 五、國民小學分布式領導能有效預測教師賦權增能，其中又以「學校文化」此構面的解釋效果最佳。 最後根據上述研究結論，進一步提出相關建議，以提供學校教育人員、教育行政機關及未來研究之參考。 / The main purpose of this study is to research on the influence of distributed leadership on teachers’ empowerment in elementary schools. Using a questionnaire, this study conducts a survey on 656 teachers from 56 public elementary schools in taoyuan county. Among them, 465 valid questionnaires from teachers were compiled. The returned data were analyzed by statistical methods including mean, standard deviation, t-test, one-way ANOVA, and multiple stepwise regression analysis. Our main findings are concluded as follows: 1.Elementary school teachers’ perception of distributed leadership was above average, and “share responsibility ” was highest, and “leadership practice” was lowest. 2.Elementary school teachers’ perception of teachers’ empowerment was above average, and “autonomy” was highest, and “decision making” was lowest. 3.Significant differences were found partly in the elementary school teachers’ perception of distributed leadership, given the consideration of teachers’ demographic variations: sex, age, administrative duties, qualification, service duration and school scale. 4.Significant differences were found partly in the elementary school teachers’ perception of teachers’ empowerment, given the consideration of teachers’ demographic variations: sex, age, administrative duties, qualification, and service duration . 5.Among all dimensions of distributed leadership, the best prediction to teachers’ empowerment is promoting “school culture”. Finally, based on those findings, the study suggests some implications of elementary school teachers, administrative authorities, and further studies as well.

本研究旨在探討國民中學校長課程領導與教師賦權增能之關係，希望藉由理論探討與實徵研究的結果，提出建議作為校長推動課程領導與提升教師賦權增能的參考。 本研究採用問卷調查法，以台北市、台北縣及宜蘭縣共計抽取57所公立國民中學的880位正式教師為研究對象，有效問卷595份，問卷回收後以描述統計分析、t考驗、單因子變異數分析、典型相關分析，多元逐步迴歸分析等統計方法進行資料分析。 本研究之主要研究發現歸納如下： 一、國民中學校長課程領導運用「人群關係」頻率最高。 二、國民中學校長課程領導於競值架構下呈現均衡發展。 三、國民中學教師賦權增能整體表現良好，「自我效能」表現最佳，「參與決策」最顯不足。 四、教師對校長課程領導的知覺會因為教師的性別、職務、年齡及年資的不同而有所差異。 五、規模十二班以下的國民中學教師對校長課程領導感受最高，台北市國民中學校長最重視課程領導。 六、教師對賦權增能的知覺會因為教師的性別、職務、年齡及年資的不同而有所差異。 七、國民中學校長課程領導風格以「人群關係」對教師賦權增能的預測力最高。 八、國民中學校長課程領導確實有助於提升教師賦權增能。 最後，本研究根據上述發現針對教育實務層面與未來研究提出具體建議以供參考。 / Analyzing the differences of educators’ perception toward principals’ curriculum leadership and teachers' empowerment in different background variables, the purpose of this study is to inquire the relationship between principals' curriculum leadership and teachers' empowerment in junior high school. With the results of theoretical studies and empirical findings, this study provides some suggestions for promoting “principals’ curriculum leadership” and “teachers' empowerment”. Using a questionnaire, this study conducts a survey on 880 teachers from 57 public junior high schools in YI-Lan county and Taipei County. Among them 595 valid questionnaires from teachers were compiled. The returned data were analyzed by statistical methods including mean, standard deviation, t-test, one-way ANOVA, Pearson’s product-moment correlation, canonical correlation, and multiple stepwise regression analysis. Our main findings are concluded as follows: 1. The highest frequency of teachers’ perception on principals’ curriculum leadership in junior high school is “relation of people”. 2. There is a balance development of the four styles in competing values framework of junior high school. 3. Junior high school teachers perform well in “teacher empowerment” as a whole, while “self-efficiency” performs the best; however, “making decision” performs obviously insufficient. 4. Those teachers who are male, senior, directors, and from small size schools, are aware of better principals’ curriculum leadership of the principal. 5. The teachers in junior high schools with less than twelve classes feel the principals’ curriculum leadership the most. The principals from schools in Taipei emphasize curriculum leadership the most. 6. The teachers’ perception toward empowerment is different because of their gender, position, age, and career. 7. Among all dimensions of principals’curriculum leadership, the best prediction to teachers’ empowerment is promoting “relation of people”. 8. Principals' curriculum leadership into practice is indeed helpful to improve teachers' empowerment. Finally, some suggestions are proposed based on the aforementioned conclusions for further studies and for the practice of education.