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.

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