本研究旨在探討國民中學學習領域召集人正向領導、教師教學省思與創新 教學成效的關係，並且運用中介效果模式，分析三者之間的關聯性。為達成上 述目的，本研究採用問卷調查法，以臺灣地區60 所國中之741 位教師為樣本， 運用積差相關及結構方程模式進行統計分析；獲得如下結論：1.學習領域召集 人正向領導、教師教學省思與創新教學成效間呈現顯著正相關；2.學習領域召 集人正向領導對教師教學省思及創新教學成效的影響有顯著直接效果，教師教 學省思對創新教學成效的影響亦有顯著直接效果；3.學習領域召集人正向領導 會透過整體教師教學省思之中介作用，正面影響創新教學成效。

The main purpose of the present study was to explore the relationships among learning areas leaders’ positive leadership, teachers’ teaching reflection and innovative teaching effectiveness in junior high schools by using the survey method with the mediated-effects model. A total of 741 teachers selected from 60 junior high schools were surveyed. Their responses were analyzed by SPSS/PC with the product-moment correlation procedure and the structural equation modeling. The conclusions of the study were as follows: 1. there were significant and positive relationships among learning areas leaders’ positive leadership, teachers’ teaching reflection and innovative teaching effectiveness; 2. learning areas leaders’ positive leadership had significant and direct effects on teachers’ teaching reflection and innovative teaching effectiveness, and teachers’ teaching reflection had significant and direct effects on innovative teaching effectiveness; 3. tested by mediated-effects model, the data revealed that learning areas leaders’ positive leadership had significant and indirect effects on innovative teaching effectiveness mediated by teachers’ teaching reflection.