過去關於學校品牌管理之研究大多將焦點放在外顯之前因後果，諸如行銷策略、學生就讀意願及家長滿意度，鮮少探討品牌運作成功之內隱心理機制。人們的心理活動能夠影響認知評價與後續之行為反應，組織成員看待其品牌的心態決定了學校品牌管理成效之關鍵，學校應掌握其中的影響歷程，進行探討深究。此外，學校品牌管理影響內部教職員的行為態度與社群平台之影響研究也著墨甚少，可再仔細推敲心理層面、後續行為與增強因素之間的關聯。因此本研究以社會認同理論以及社會情境理論為基礎，欲探討學校品牌管理、品牌心理擁有感、品牌形塑行為與社群平台使用之間的相互影響關係。

　　本研究以台灣國民小學的教職員為研究對象，透過問卷調查法進行分析，共收集401份有效問卷。後透過衡量模式進行效度與信度分析，並以結構方程模式進行假設檢驗。分析結果顯示：1.學校品牌管理對員工品牌心理擁有感具正向影響效果；2.學校品牌管理對員工品牌形塑行為達顯著正向影響；3.品牌
心理擁有感與品牌形塑行為間呈正向影響關係；4.品牌心理擁有感在學校品牌管理與品牌形塑行為間具中介效果；5.社群平台使用在學校品牌管理以及品牌心理擁有感之間具調節效果。

　　根據上述研究結果，本研究之研究意涵如下：：1.學校可以透過學校品牌管理提升員工品牌心理擁有感；2.透過學校品牌管理，能有助於提升員工品牌形塑行為；3.員工的品牌心理擁有感可提升員工品牌形塑行為，顯示品牌心理擁有感對學校品牌管理之重要性；4.品牌心理擁有感具有部份中介效果，顯示學校品牌管理能透過員工的品牌心理擁有感，提升員工的品牌參與、品牌支持及品牌認同；5.組織成員使用所屬品牌之社群平台可強化學校品牌管理與品牌心理擁有感之間的關係，顯現社群平台使用之重要性。本研究依上述結果提出學術與實務意涵，盼能為後續研究提供未來之建議與方向。

關鍵字：學校品牌管理、品牌心理擁有感、品牌形塑行為、社群平台使用

Prior research on school brand management focused on the explicit antecedences and consequences, such as marketing strategies, students' willingness to attend school and parent satisfaction. They seldom explored the implicit psychological mechanism of successful brand management. Psychological activities of human beings can affect cognitive evaluation and behavioral responses. The feelings of organizational members on the brand are the key to the effectiveness of school brand management. Schools have to pay attention to the influential process and conduct related research. In addition, few researchers explore the influence of school brand management and social platforms on behavior, attitude of school staffs. The relationship among psychological mechanism, behavior and enhanced factors can be explored. Therefore, this study aims to explore the relationships among school brand management, brand psychological ownership, brand building behavior and the social platforms usage.

The sample of this study is staffs of elementary schools in Taiwan. 401 valid data were collected through the questionnaire. Analysis of validity and reliability are conducted through the measurement model, and the hypothesis examination is conducted by using the structural equation model. The analytical results show that: 1. School brand management has a positive effect on brand psychological ownership; 2. School brand management affect brand building behavior positively; 3. Brand psychological ownership positively affect brand building behavior; 4. Brand psychological ownership plays a mediating role in the relationship between school brand management and brand building behavior; 5. Social platform usage moderates the relationship between school brand management and brand psychological ownership.

According to results mentioned above, this study summarizes the research implications as followings: 1. Schools can enhance staff’s brand psychological ownership through school brand management; 2. School brand management enhance staff’s brand building behavior; 3. Staff’s brand psychology Ownership can enhance their branding building behaviors, revealing the importance mechanism of brand psychological ownership; 4. There exists a partial mediating effect of brand psychological ownership, showing that school brand management can make staff identify the brand and exhibit brand building behavior; 5. Social platform usage can strengthen the relationship between school brand management and brand psychological ownership, showing the importance of social platform usage. This research discusses academic and practical implications based on the above results and hopes to provide suggestions and directions for future research.

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