本研究旨在瞭解國民小學校長情緒智慧領導、教師專業學習社群與教師組織公民行為之現況，並探討三者關係。在研究方法上採文獻分析、問卷調查法，以臺灣地區公立國民小學現職教師為研究對象，以分層隨機抽樣方式，總計發出1100份問卷，回收610份，有效樣本480份。問卷回收後分別以描述性統計、結構方程模式進行資料分析。本研究主要發現：
一、校長情緒智慧領導、教師專業學習社群與教師組織公民行為之現況均達中高度知覺，分別以「自我覺察」、「分享實務與領導」、「利他人行為」表現最佳；
二、國民小學校長情緒智慧領導、教師專業學習社群與教師組織公民行為模式關係獲得支持，教師組織公民行為具有部分中介效果。依據研究結果建議領導者應營造環境良好氣氛，建立和諧的夥伴關係；規劃空間與時間，以利進行專業交流；共同創造特色，打造品牌形象，增加認同感；以身作則，帶領團隊合作學習；提升正向能量，激發正向超越的表現。

關鍵字：情緒智慧領導、教師專業學習社群、教師組織公民行為

This study aims to investigate the current status and interrelationship of elementary school emotional intelligence leadership, teachers’ professional learning communities and teachers’ oganizational citizenship behavior. The research methods included literature analysis and questionnaire survey. The survey subtects were public national primary school teachers in Taiwan. The study issued a total of 1100 questionnaires, with the return of 610, among which there were 480 questionnaires valid. The data was analyzed by using descriptive statistics and structural equation modelling (SEM). The main findings of this study are as follows:
1.The emotional intelligence leadership, teachers’ professional learning communities and teachers’ oganizational citizenship behavior are highly sensible, with the best performances of “self-awareness”, “practice sharing and leadership” and “altruistic act”.
2.The interrelationship is supported by the emotional intelligence leadership, teachers’ professional learning communities and teachers’ oganizational citizenship behavior. The teacher’s organizational citizenship behavior has a full intermdiary effect.
Finally, based on the research results, it is suggested that the leaders should create a positive atmosphere; establish a harmonious partnership and arrange space and time properly for professional interchange; create distinguishing feature, build up the brand image and strengthen the sense of identity; set a good example and lead the team to work together; promote positive energy and inspire positive superiority.

keywords: Emotional intelligence leadership, professional learning communities,
organizational citizenship behavior

目次
第一章 緒論-----------------------------1
第一節 研究背景與動機--------------------1
第二節 研究目的與問題--------------------5
第三節 名詞釋義-------------------------5
第四節 研究方法與步驟--------------------7
第五節 研究範圍與限制--------------------8
第二章 文獻探討-------------------------11
第一節 校長情緒智慧領導之發展與意涵-------11
第二節 教師專業學習社群之發展與意涵-------15
第三節 教師組織公民行為之發展與意涵-------18
第四節 國小校長情緒智慧領導、教師專業學習社群與教師組織公民行為關係之研究20
第三章 研究設計與實施--------------------27
第一節 研究架構-------------------------27
第二節 研究對象-------------------------28
第三節 研究工具-------------------------30
第四節 實施程序-------------------------31
第五節 資料處理與分析-------------------32
第四章 研究結果分析與討論----------------33
第一節 校長情緒智慧領導、教師專業學習社群與教師組織公民行為之關係現況--33
第二節 校長情緒智慧領導、教師專業學習社群與教師組織公民行為之相關情形--43
第三節 校長情緒智慧領導、教師專業學習社群與教師組織公民行為之影響關係--49
第五章 結論與建議-----------------------59
第一節 結論----------------------------59
第二節 建議----------------------------61
參考文獻--------------------------------65
壹、中文部分----------------------------65
貳、英文部分----------------------------69
附錄-----------------------------------80
附錄一 正式問卷-------------------------80
附錄二 問卷量表授權同意書----------------84

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