本研究旨在瞭解國民小學校長正向領導、教師組織承諾與教師學術樂觀之現況，並探討三者關係。在研究方法上採用文獻分析、問卷調查法與訪談法，以臺灣地區公立國民小學現職教師為研究對象，以分層比例隨機抽樣方式，總計發出1008份問卷，回收率為53%，有效樣本共415份。問卷回收後分別以描述統計、Bootstrap以及結構方程模式進行資料分析。本研究主要發現：一、校長正向領導、教師組織承諾與教師學術樂觀之現況均達高度知覺，分別以「正向溝通」、「努力意願」、「效能感」表現最佳；二、國民小學校長正向領導、教師組織承諾與教師學術樂觀之理論模式關係獲得支持，教師組織承諾具有完全中介效果。最後，依據研究結果建議領導者應提供心理與情緒支持，促進良好夥伴關係；營造友善溫馨氛圍，鼓勵組織合作及認同；設計有意義趣味教學，關注學生學習過程；善用正向領導維繫關係，提高組織承諾的認同作用；強化組織承諾的中介作用，營造教師信任的樂觀氣氛。

This study aims to investigate the current status and interrelationship of elementary school principal positive leadership, teacher organizational commitment and teacher academic optimism. The research methods included literature analysis, questionnaire survey and interview method. The survey subtects were public national primary school teachers in Taiwan. The study issued a total of 1008 questionnaires, with the return rate of 53%, among which there were 415 questionnaires valid. The data was analyzed by using descriptive statistics, bootstrap, and structural equation modelling (SEM). The main findings of this study are as follows: 1. The principal's positive leadership, the teacher's organizational commitment and the academic optimism of the teachers are highly sensible, with the best performances of “positive communication”, “willingness to work” and “efficacy”; The principal of the primary school is supported by the leadership, the commitment of the teacher organization and the theoretical model of the teacher's academic optimism. The teacher organization commitment has a full intermediary effect. Finally, based on the research results, it is suggested that leaders should provide psychological and emotional support to promote good partnerships; create a friendly and warm atmosphere, encourage organizational cooperation and recognition; design meaningful and interesting teaching, and pay attention to students' learning process; make good use of positive leadership to maintain relationship, improve the recognition role of organizational commitment; strengthen the intermediary role of organizational commitment, and create an optimistic atmosphere of teacher trust.

第一章 緒論-----------------------------------------------1
第一節 研究動機 ---------------------------------------1
第二節 研究目的與待答問題----------------------------------4
第三節 名詞釋義 ---------------------------------------4
第四節 研究方法與流程--------------------------------------6
第五節 研究範圍與限制--------------------------------------7
第二章 文獻探討 ---------------------------------------9
第一節 校長正向領導之意涵----------------------------------9
第二節 教師組織承諾之意涵----------------------------------13
第三節 教師學術樂觀之意涵----------------------------------17
第四節 國小校長正向領導、教師組織承諾與教師學術樂觀關係之分析--22
第三章 研究設計與實施--------------------------------------29
第一節 研究架構 ---------------------------------------29
第二節 研究對象 ---------------------------------------30
第三節 研究工具 ---------------------------------------32
第四節 實施程序 ---------------------------------------33
第五節 資料處理與分析--------------------------------------34
第四章 研究結果與討論--------------------------------------36
第一節 校長正向領導、教師組織承諾與教師學術樂觀之現況---------36
第二節 校長正向領導、教師組織承諾與教師學術樂觀之影響關係-----46
第五章 結論與建議------------------------------------------55
第一節 結論-----------------------------------------------55
第二節 建議-----------------------------------------------56
參考文獻 -------------------------------------------------60
壹、中文部分-----------------------------------------------60
貳、英文部分-----------------------------------------------63
附錄 ----------------------------------------------70
附錄一 正式問卷 ----------------------------------------71
附錄二 「校長正向領導量表」授權書---------------------------74
附錄三 「教師組織承諾量表」授權書---------------------------75
附錄四 「教師學術樂觀」授權書-------------------------------76

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貳、英文部分
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