本研究旨在發展適切的高級中等學校校長正向領導量表，並運用此量表評估高級中等學校校長正向領導整體與各層面現況及其差異情形。首先，參酌相關文獻確立量表之概念結構，據以發展測量題項，再利用預試結果進行項目分析及探索性因素分析，確立校長正向領導量表之因素層面。其次，以1,218位高級中等學校教師為研究樣本進行資料分析；為確認測量模式之適切性，透過模型競爭之策略，選定多因素斜交模型做為高級中等學校校長正向領導量表之驗證模型；並經由個別項目信度、組成信度、平均變異數抽取量、幅合效度、區別效度、複核效化等方式，檢驗模型之信度與效度。最後，依據所發展之量表，評估校長正向領導之實際表現。本研究結果顯示，高級中等學校校長正向領導量表包含引導正面思緒、善用溝通知能、營造互動氛圍及創造意義價值等四個潛在因素，共計24題，且具良好之信度與效度。另外，高級中等學校校長正向領導整體及各層面的表現為中上程度，而不同最高學歷、擔任職務及學校類別之高級中等學校教師在知覺校長正向領導各層面的表現上有顯著差異。

The main purposes of this research are to develop the appropriate inventory of principals’ positive leadership in senior and vocational high schools, and to use the inventory to assess the current situation and differences of principals’ positive leadership in senior and vocational high schools. Firstly, a preliminary inventory is developed based on a review of the relevant literature, and the factor structure of the principals’ positive leadership inventory can be established after performing items analysis and the exploratory factor analysis. Secondly, 1,218 teachers from senior and vocational high schools in Taiwan are sampled for data analysis. For the further validation of the appropriateness on measurement model, through comparing the strategy of competing models, corrected factors model has been chosen as the measurement model for the principals’ positive leadership inventory. Then through the verifying methods of the individual item reliability, composite reliability, average variance extracted, convergent validity, discriminant validity and cross-validation, the reliability and validity of the model can be measured. Finally, according to the inventory that has been developed, to assess actual performance of principals’ positive leadership. This result shows that the principals’ positive leadership inventory contains four latent factors, including the guide of positive thinking and emotion, the use of communication knowledge and ability, the construction of interactive atmosphere, and the creation of positive meaning and value, and twenty four measurement items all together, which has good reliability and validity. In addition, the degree of principals’ positive leadership is at medium high level in senior and vocational high schools, and the teachers of different academic degrees, positions, school category have significant and different perceptions on principals’ positive leadership in senior and vocational high schools.