本研究主要在探討國民小學校長隱涵領導理論的內涵，以及校長隱涵領導理論與其領導行為之關係，以台北縣市公立國小之36位校長及410位教師為研究對象，訪談校長隱涵領導理論，並以「國小校長領導行為描述問卷」收集有關校長領導行為之相關資料，分析結果發現：校長的隱涵領導理論主要可區分為特質、行為、權變三項，目前國小校長以行為論者居大多數，特質論次之，權變論最少。此外，校長的隱涵領導理論與校長的倡導行為確實有相關存在，特質論校長的倡導行為最高，其次為權變論的校長，行為論的校長最低。

The purpose of this study was to explore the relationship between the leader’s implicit leadership theories and his (or her) behavior. To identify the leader’s definition of leadership, interview data were obtained from 36 elementary school principals in Taipei City and Taipei County; LBDQ was used to measure the principals’ behavior by 410 teachers of these 36 schools. The major findings were: (1)principals who defined leadership as leaders’ behavior were the majority, while those who viewed leadership as contingency theory were the minority; (2) principals’ implicit leadership theories correlated with their initiating structure behavior. The leaders who viewed leadership as leaders’ traits were the most initiating-structured ones.