本研究以調查研究法為主，以改編之「國民小學校長分布式領導與學校效能關係之研究調查問卷」為工具，調查花蓮縣國民小學校長分布式領導、學校效能現況與不同背景變項教師知覺的差異，並分析兩者之間的關係以及分布式領導對於學校效能的預測力。調查研究總共抽取370名國小教師，回收可用331位，回收可用率為89.45％。調查所得之資料以IBM SPSS Statistics 19.0中文版統計套裝軟體進行獨立樣本t檢定、單因子變異數分析及多元逐步迴歸統計方式處理，獲得結論如下：
一、花蓮縣國民小學教師知覺校長分布式領導及各層面中，以「增進領導能量」認知最高；最低的為「營造信任文化」。
二、花蓮縣國民小學教師所知覺學校效能及各層面中，以「行政管理績效」層面最高；最低的為「學生學習成就」。
三、花蓮縣國民小學校長分布式領導與學校效能有正相關。
四、分布式領導對於學校效能具有預測力，其中又以尋找分散時機的層面最高。
最後，依據研究結果提出建議，以供教育行政機關、學校、導師及未來研究者之參考。

This study tried to comprehend the relationship between principal’s distributed leadership and school effectiveness as perceived by teachers of elementary schools in Hualien County . The “Questionnaires of Relationships between Principal’s Distributed Leadership and Effectiveness of School Education” designed by the author was adopted to collect the empirical data. A total of 370 questionnaires were delivered to teachers of elementary schools in Hualien County and 331 were returned with an overall response rate of 89.45%. The data collected were analyzed by virtue of SPSS19.0 version of independent samples t test, one-way ANOVA and Pearson’s product-moment correlation coefficient. The results were shown as follows:
1. Teachers’ highest perceived level of principal’s distributed leadership was “ increase the leadership momentum,” while the lowest was “cultivate trust culture.”
2. Teachers’ highest perceived level of school effectiveness was “accountability of administrative management,” while the lowest was “achievement of student learning.”
3. There were positive correlations between principal’s distributed leadership and school effectiveness.
4. Principal’s distributed leadership has a significant prediction on school effectiveness.
According to the results of this study, several recommendations for the educational administration, teachers, principals, and future research were provided.