本研究目的在發展適切的國小教師績效責任領導量表，並依此評估現況。 首先，參考相關文獻確立概念結構，繼而發展測量題項，再透過預試樣本進行 項目分析與探索性因素分析，確立因素層面。接續，取樣612 位國小教師為正 式樣本；為確認測量模式之適切性，利用模型競爭策略，選定二階單因素模型 做為量表之驗證模型；並藉由個別項目信度、組成信度、平均變異數抽取量、 幅合效度、區別效度、效標關聯與複核效化等方法，檢驗模型之信效度。最後， 依據量表衡量現況。研究結果顯示，本研究發展量表包括重信守諾的領導作為、 公平開放的正向文化、學生學習為績效責任、合作的專業學習社群等四個潛在 因素，共計19 題，均具良好之信效度。此外，量表整體及各層面的表現為中上 程度，以學生學習為績效責任認同度最高，而不同性別、職務別之教師，在知 覺程度上有所差異。

This study aims to develop an accountability leadership scale for elementary school teachers so as to evaluate its accountability on the leadership. First, the conceptual structure of the scale was defined through the related literature reviews to develop the measurement items. Then, an item analysis and exploratory factor analysis were carried out with the pre-test subjects to establish the factors. Then, the formal data were collected from 612 elementary school teachers, and the 2nd-order single factor modeling was chosen through the competitive strategy to confirm the appropriateness of the measurement model. Next, the reliability and validity of the model were examined in terms of its reliability of individual items, as well as the composite reliability, extracted average variance, convergent validity, discriminant validity, criterion-related validity, and cross-validation. Finally, the actual results based on the scale developed were measured. The results show that in the accountability leadership scale for teachers appear in the 4 latent factors, including “promise-keeping leadership behaviors,” “an open and fair positive culture,” “student learning as the accountability,” and “a cooperative professional learning community,” in which 19 items consisted with good reliability and validity. In addition, the overall and individual performance of the scale developed were at an above-average level; “student learning as accountability” obtained the highest recognition among the 4 factors, and the teachers’ characteristics were considered significantly different from genders and job positions.