本研究旨在探究國小教師對校長轉型領導、學校願景發展與教師組織承諾的發展現況、知覺差異情形與變項間的相關及預測力，最後再根據研究結果與發現提出結論與建議，期望對國小在提升校長領導效能、發展學校本位特色與增進教師組織承諾有所幫助。研究方法以問卷調查方式進行，研究工具命名為「國民小學教師學校發展現況知覺調查問卷」，研究結論如下：
一、高雄市國小校長多能運用轉型領導的方式，尤其是以「激發潛能」策略的表現最為明顯。
二、高雄市國小教師多能體認學校願景發展的重要，尤其是在「建構願景」階段的參與和投入。
三、高雄市國小教師多能具備教師組織承諾的意願，尤其是在「努力意願」層面的表現最為明顯。
四、高雄市國小教師在校長領導、願景發展與組織承諾的知覺，會因個人及學校背景的不同而有差別感受。五、校長運用轉型領導的策略愈明顯，則教師組織承諾的意願愈高。
六、學校推動願景發展的成效愈明顯，則教師組織承諾的意願愈高。
七、校長運用轉型領導的策略愈明顯，則學校願景發展的成效愈高。
八、運用魅力影響策略與提升達成願景成效，有助於增進教師的組織承諾。

This study examines the relationships among the principal’s transformational leadership, development of school vision, and the organizational commitment of teachers. A questionnaire survey entitled ‘The status quo and perception of elementary teachers toward school development’ was conducted. The researcher collected valid data from 438 on-job elementary teachers in Kaohsiung. Major findings are stated as the following: (1) Most principals use the strategies of transformational leadership. The stronger the extent that principals exercise transformational leadership, the greater the teachers’ organizational commitment as well as the more effective on the development of school vision. (2) Teachers’ perceptions about the principals’ leadership, vision development, and organization commitments are functions of personal and school background variables. Most teachers are committed to their schools and are willing to endeavor. In addition, they recognize the importance of the development of school vision. Strategies that could be helpful in the enhancement of teachers’ organizational commitment are provided.