本研究旨在瞭解桃園市國民小學教師知覺校長課程領導與教師領導之現 況；其次比較不同背景變項所產生的差異，最後進一步探討校長課程領導與教師 領導之相關與預測情形。 本研究採問卷調查法，以「桃園市國民小學校長課程領導與教師領導調查問 卷」為施測工具。研究採分層配額抽樣方式，抽取桃園市653 名國小教師為研究 對象，回收626 份，有效問卷575 份。調查所得資料以描述統計、t 檢定及單因 子變異數分析、皮爾森積差相關、多元迴歸分析等方法進行分析。研究結論如下： 一、桃園市國民小學教師知覺校長課程領導整體情形良好，以「提供支持環境」 和「促進教師專業」層面較佳；而在「實施課程評鑑」表現較低。 二、桃園市國民小學教師知覺教師領導整體情形良好，尤以「帶領同儕合作」層 面表現較佳；而在「參與學校決策」層面相對較低。 三、不同「任教年資」、「擔任職務」及「學校規模」的桃園市國民小學教師知覺 校長課程領導有顯著差異。四、不同「擔任職務」及「學校規模」的桃園市國民小學教師知覺教師領導有所差異。五、國民小學校長課程領導與教師領導之間具有顯著正相關。六、校長課程領導對教師領導具有正向預測力，其中以「提供支持環境」的預測力最佳。綜合以上結論，分別對主管教育機關、學校校長、教師及未來研究者提出相關建議。

The study involves two-fold purposes: first, it attempts to understand teachers' perception of the principals’ curriculum leadership and teacher leadership of elementary schools in Taoyuan City. Second, it set to investigate the teachers’ different perceptions towards principals’ curriculum leadership as a function of various different backgrounds of elementary school teachers. The ultimate aim is to explore the relationship of the principals’ curriculum leadership and teacher leadership. Questionnaire survey method was applied to collect the research data. The research tool was “Scale of the relationship between principals’ curriculum leadership and teacher leadership of elementary school teachers”. A total of 653 questionnaries were distributed, 626 returned, in which 575 valid responses were quantitatively analyzed by descriptive statistical analysis, independent sample t-test, and one-way ANOVA, Pearson product-moment correlation and multiple regression analysis.

The main findings of this study are as follows: 1. The overall situation of the current principals’ curriculum leadership perceived by the elementary school teachers in Taoyuan City is good. In particular, the performance in “supporting for the teaching environment” was better; the performance of “curriculum evaluation” was relatively poorer. 2. The overall situation of the current teacher leadership perceived by elementary school teachers in Taoyuan City is good. In particular, the performance in “teacher leading peer teaching cooperation” was better; the performance of “participation in school decision-making” was relatively poorer. 3. Elementary school teachers of different background variables, such as years of teaching experience, job position, school size, significantly affect their perceptions toward principals’ curriculum leadership. 4. Elementary school teachers of different background variables, such as job position, school size, significantly affect their perceptions toward teacher leadership. 5. Elementary school teachers relationships between principals’ curriculum leadership and teacher leadership were found to have medium correlations in the positive direction. 6. The principals’ curriculum leadership were found to be able to predict the teacher leadership, especially for the strategy of supporting for the teaching environment. Based on the findings of the study, some suggestions are provided for educational authorities, school principals, school teachers and future researchers.