本研究旨在持續探討剖析家長式領導風格之內涵，確認其構面向度，進而建立學校組織情境中之因應模型，以做為後續科學量化研究之基礎。本研究時程自2003年8月起至2004年7月止，經研究者親自面談訪問20位學者專家後，不斷修正研究發現與結果。最後確認了家長式領導風格之9個構面向度，並在各向度下分別設計了5至7題之題目，以表示其代表之內涵，最終完成合計49題之家長式風格測驗量表。本研究綜合理論基礎與研究發現後，並建構完成學校組織中的情境因應模型。此模型首先自組織中的訊息蒐集、情境分析與研判開始。情境研判後領導路線有二，右路為情境和諧狀況，領導者可直接採取9大領導策略，同時迸進強化組織的和諧與服從需求；左路為情境衝突狀況，領導者將先從營造組織和諧情境之4個領導策略入手，繼而從塑造服從情境之5個領導策略加強，最終達到學校效能展現之目標。本研究文末除了探討情境因應模型之可能困境外，也針對學校校長之領導行為，以及後續研究提出相關建議。

This study aims at probing analysis of connotation of paternalistic style and argument it's dimension and establishment of its adaptation patterns in elementary school, and the session of this study from August 2003 to July 2004.Method of interview was employed in this study and the subjects include 20 professor and principals from universities and elementary schools. The result establish 9 dimensions which include 5-7 items of connotation of paternalistic style and finish a self-developed questionnaire which can test paternalistic style of principal in elementary schools.The main findings of this study as follows: creating the adaptation patterns of paternalistic style in elementary schools, and discussing the situation of schools' organization, and making the suggestions to principals how to perform leading behavior in a situation of harmony or conflict of organization climate.The end of this thesis had analyzed the obstructions of the adaptation patterns of paternalistic style in elementary schools, and given suggestions specifically on the behavior of leadership in elementary school, and social science research.