國小校長正向領導與教師組織公民行為是影響學校效能高低之重要因素，本研究旨在瞭解國小校長正向領導、教師組織公民行為與學校效能的現況，並探討上述三者的相關情形。研究方法為文獻分析、問卷調查，研究對象為臺灣地區公立國民小學現職教師，以分層比例隨機抽樣方式，總計發出1008份問卷，回收644份，整體回收率63.9％；有效樣本共為為514份。問卷回收後分別以描述性統計、Bootstrap，及結構方程模式進行資料分析。研究結果發現國小校長正向領導現況達高度知覺，其中以「建立正向溝通」表現最佳；教師組織公民行為現況達高度知覺，其中以「利他人行為」表現最佳；學校效能現況達高度知覺，其中以「師資與課程安排」表現最佳。此外，國小校長正向領導、教師組織公民行為與學校效能三者之理論模式關係獲得支持，教師組織公民行為具有中介效果。本研究依據結果建議校長經營校園正向關係，以提升正向領導效能；加強賦權增能機制，強化教師組織公民行為；豐富學校多元學習文化，提升學校整體效能；運用校長正向領導，激發教師組織公民行為，有效提升學校效能。

Principal’s positive leadership and teacher’s organizational citizenship behaviors are both important factors affecting the school effectiveness. This study aims to investigate the current status and interrelationship of principal’s positive leadership, teacher’s organizational citizenship behaviors and school effectiveness. The research methods included literature review and questionnaire survey. The survey targeted teachers in Taiwan’s public elementary school. The study issued a total of 1008 questionnaires, with the return rate of 63.9%, among which there were 514 valid questionnaires. The data was analyzed by descriptive statistics, Bootstrap and structural equation modeling (SEM). The results show that currently principal’s positive leadership is highly perceived, especially for “establishing positive communication”. Secondly, teacher’s organizational citizenship behaviors are highly perceived, especially for “helping behaviors”. Thirdly, school effectiveness is also highly perceived, especially for “teachers and curriculum arrangements’. There is a moderate positive correlation between the principal’s positive leadership, teacher’s organizational citizenship behaviors and school effectiveness. In addition, theoretical models are supported among principal’s positive leadership, teacher’s organizational citizenship behaviors and school effectiveness. Furthermore, teacher’s organizational citizenship behaviors act as intermediary between two other factors. Based on the conclusions, it is suggested that principals should manage the positive relationship of the campus to enhance the positive leadership effectiveness; strengthen the empowerment mechanism, strengthen the teacher's organizational citizenship behavior; enrich the school's diversified learning culture and enhance the overall efficiency of the school; principal’s positive leadership can stimulate teacher’s organizational citizenship behaviors, which strongly improves school effectiveness.

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 4
第三節 名詞釋義 5
第四節 研究方法與步驟 8
第五節 研究範圍與限制 9
第二章 文獻探討 11
第一節 校長正向領導之定義與內涵 11
第二節 教師組織公民行為之定義與內涵 19
第三節 學校效能之定義與內涵 28
第四節 校長正向領導、教師組織公民行為與學校效能之相關研究 35
第三章 研究設計與實施 45
第一節 研究架構 45
第二節 研究對象 47
第三節 研究工具 51
第四節 實施程序 54
第五節 資料處理與分析 55
第四章 研究結果與討論 57
第一節 校長正向領導、教師組織公民行為與學校效能之現況 57
第二節 校長正向領導、教師組織公民行為與學校效能之相關情形 67
第三節 校長正向領導、教師組織公民行為與學校效能之影響關係 76
第五章 結論與建議 85
第一節 結論 85
第二節 建議 88
參考文獻 95
中文部分 95
英文部分 100
附錄 109
附錄一 正式問卷 109
附錄二 問卷授權書 113
附錄三 心路基金會捐款收據 116

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