教改舞台的要角是教師，扮演執行者角色的教師們對於組織的承諾，實為十二年國民基本教育成敗的關鍵。本研究為實證研究，旨在檢視某國立高中職實施家庭親善政策後，對教師工作壓力與組織承諾的影響，進而探究家庭親善政策知覺對於紓解教師工作壓力及其在工作壓力對組織承諾影響之調節效果。該國立高中職推動家庭親善政策，從探索、規劃到付諸實施準備逾二年，實施一年四個月。為瞭解成效，本研究依相關理論及國內外經驗，設計調查問卷，以該校260位教師為研究母群，依各科人數比例分類編碼，徵詢有意願者150人填答，實施前測及後測，共回收問卷122份（回收率81%），以描述性統計分析、相依樣本t檢定分析、階層迴歸分析等統計方法，分析與考驗問卷調查所得資料及本研究的各項假設。本研究發現，該校實施家庭親善政策後，教師的工作壓力顯著降低，而教師家庭親善政策知覺與教師組織承諾皆顯著提高，且家庭親善政策知覺為教師工作壓力對組織承諾影響的調節變項。

The purpose of the study was to investigate the relationships among principals’ strategic leadership, school’s innovative climate and effectiveness of school innovation management. Questionnaire survey was used. In addition, this study used structural equation modeling with prospective data to test for model fit. The findings indicate that principals’ strategic leadership and school’s innovative climate affect effectiveness of school innovation management in elementary schools. Besides, principals’ strategic leadership directly affects school’s innovative climate by way of school innovation management. The results suggest that the principal should implement strategic leadership to provide teachers with innovative resources, to increase teachers’ team spirit and work autonomy, to improve school’s innovative climate, and to enhance the effectiveness of school innovation management. the process of analyzing the data. Findings of this study include: 1. There was a significant decrease in teacher’s work stress evaluated after the implementation of FFPs; 2. There was a significant increase in teacher’s perception of FFPs after they were implemented; 3. There was a significant increase in teacher’s organizational commitment after the implementation of FFPs; 4. Work stress can significantly influence organizational commitment through moderation of FFPs.