隨著時代的變遷，教育改革聲浪不斷湧現，學校如何在面對外界挑戰同時，調整並強化學校組織以增強學校團隊凝聚力，進而達成教育目標，是很多從事教育工作者關心的重點。長久以來，關係連結與關係品質是企業在與顧客建立交易關係時的重要利器。相較於商業性組織，學校是屬於較為鬆散的結構，但以組織角度而言，不論是關係連結與關係品質，其目的就是讓互動的雙方維持較長久的關係，使組織得以順利的運作。本研究以新竹縣國民小學教師為研究對象，實證探討教師與學校、校長間的關係連結、關係品質對於團隊凝聚力的影響。
本研究利用問卷蒐集資料，進行資料分析與假說驗證。本研究將研究結果整理後提出以下幾點結論，以提供相關單位或後續研究者作為參考：
一、教師對於學校的「關係連結」會因所擔任職務、服務年資而有差異。
二、教師對於校長的「關係品質」會因學校規模、校長性別、校長任職該校年資而有差異。
三、學校與教師間的「功能性連結」及「結構性連結」與校長與教師之「滿意度」之間有正向關連。
四、學校與教師間的「社會性連結」與教師團隊凝聚力之「社會凝聚力」之間有正向關連，其次是「任務凝聚力」。
五、校長與教師關係品質的「信任」與「滿意度」與教師團隊凝聚力之「任務凝聚力」之間有正向關連，其次是「社會凝聚力」。
六、在學校與教師關係連結、校長與教師關係品質各層面對教師團隊凝聚力整體之預測分析中，預測力最佳的依序為「社會性連結」與「結構性連結」。
七、在學校與教師關係連結、校長與教師關係品質各層面對教師團隊凝聚力之「社會凝聚力」預測分析中，「社會性連結」、「結構性連結」與「信任」的預測力最佳。
八、在學校與教師關係連結、校長與教師關係品質各層面對教師團隊凝聚力之「任務凝聚力」預測分析中，「社會性連結」與「結構性連結」的預測力最佳。

Relationship bonds and relationship quality are two important factors of marketing in modern society.In terms of the research about commercial organizations,it was found that the estabilishment of relationship bonds can keep steady relation between buyers and sellers.As in schools,the relationship between teachers and principal or school may be influenced by relationship bonds and relationship quality.In this study,it focuses on the effects of teachers’ relationship bonds and relationship quality on group cohesion in elementary schools of Hsin-Chu county.The data were collected by questionnaire designed by researcher.The results show the following conclusions:
1. The relationship bonds between school and teachers were significant,positively related to teachers’ duty and years of service.
2. The relationship quality between princapal and teachers was significant,positively related to school size,gender of the principal,years of service of principal in the school.
3. The functional bonds and structural bonds between school and teachers were positively related to teachers’ satisfaction.
4. The social bonds between school and teachers were positively related to the social cohesion.
5. The trust and the satisfaction between principal and teachers were positively related to the task cohesion.
6. The group cohesion of teachers were forecasted by the relationship bonds between school and teachers and the relationship quality between principal and teachers,especially for social bonds and structural bonds.
7. The social cohesion of teachers were forecasted by the relationship bonds between school and teachers and the relationship quality between princapal and teachers,especially for social bonds and structural bonds and trust.
8. The task cohesion of teachers were forecasted by the relationship bonds between school and teachers and the relationship quality between princapal and teachers,especially for social bonds and structural bonds.

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