本研究旨在建構臺灣國民小學教師正念領導指標。為達到研究目的，本研究採用的研究方法為模糊德懷術及模糊權重分析法。首先，本研究根據Delizonna與Anstedt (2015)編製的「正念領導自我評估表」，改編為教師正念領導指標。為求指標更具效度，本研究編製「國民小學教師正念領導指標專家效度審查問卷」，並以臺灣地區10位專家學者為調查對象，完成國民小學教師正念領導指標初稿。其次，編製「國民小學教師正念領導指標模糊德懷術調查問卷」，以臺灣地區20位專家學者與實務工作者為調查對象，實施模糊德懷術整合意見，以建構出國民小學教師正念領導指標、層面及權重排序。本研究發現：國民小學教師正念領導指標包含「真誠信念」、「覺察當下」、「建立關係」、「壓力管理」、「自我復原」及「積極發展」六個層面，共計三十五項指標；其中以建立關係的層面最重要，其次依序為積極發展、真誠信念、自我復原、覺察當下及壓力管理。本研究根據結論提出建議：創建正念領導社群，提升正念領導力與正念學習風氣；參考正念領導指標訂定整體辦學策略，做為推動正念學習之依據；續做調查研究法，以瞭解臺灣國民小學教師正念領導之現況。

關鍵詞：正念、正念領導、教師領導、指標建構、模糊德懷術

The purpose of this study is to construct the indicators for mindful leadership of Taiwan elementary school teacher. To accord the purpose, the research methods include fuzzy Delphi method and fuzzy weight analytical method. First, this study based on the “Mindful leadership self-assessment” compiled by Delizonna and Anstedt (2015), then translated and adapted into teacher’s mindful leadership indicators. To make this indicator construction more effective, designing the expert validity questionnaire, “ The Elementary School Teacher’s Mindful Leadership ”. The expert validity questionnaire were given to 10 experts and scholars. Afterwards, constructed the indicators and levels first draft for mindful leadership of elementary school teacher. After constructing the indicators first draft, designing the fuzzy Delphi questionnaire, “ The Elementary School Teacher’s Mondful Leadership ”. The fuzzy Delphi questionnaire were given to 20 experts , scholars and educational practitioner. Afterwards, the researcher integrated the views to construct the indicators , levels and weight sequence for mindful leadership of elementary school teacher. The results of the research were as follows：Mindful leadership indicators of Taiwan elementary school teacher include 6 levels “thenticity & integrity”, “awareness in the moment”, “positive relationships ”, “manage stress & energy”, “resilience”, “positivity & possibility” , total 35 items ; Among them, positive relationships is the most important, followed by positivity & possibility, thenticity & integrity, resilience, awareness in the moment, manage stress & energy. According to the above findings, a few suggestions are proposed as reference: Create mindful leadership community, promote the power of mindful leadership and mindful learning; Refer to the Mindfulness Leadership indicators to set the overall school strategy as the basis for promoting mindfulness learning; Continue to do survey research to understand the current investigation of teachers' mindful leadership in Taiwan elementary School.

Keywords：mindfulness, mindful leadership, teachers’ leadership, indicator construction, fuzzy Delphi method,

目 次
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----------------5
第三節 名詞釋義-------------------------5
第四節 研究方法與步驟-------------------6
第五節 研究範圍與限制-------------------8
第二章 文獻探討-------------------------11
第一節 正念教育的趨勢------------------11
第二節 教師正念領導的理論發展-----------18
第三節 教師正念領導指標建構之分析-------30
第三章 研究設計與實施--------------------41
第一節 研究架構------------------------41
第二節 研究對象------------------------42
第三節 研究方法------------------------44
第四節 研究工具------------------------47
第五節 實施程序------------------------49
第六節 資料處理與分析------------------50
第四章 研究結果與討論--------------------51
第一節 教師正念領導指標之研究結果--------51
第二節 教師正念領導指標之特色分析--------66
第三節 教師正念領導指標之綜合討論--------67
第五章 結論與建議------------------------69
第一節 結論----------------------------69
第二節 建議----------------------------72
參考文獻--------------------------------75
一、 中文部分----------------------------75
二、 西文部分----------------------------79
附錄------------------------------------85
附錄一----------------------------------85
附錄二----------------------------------95

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