本研究旨在探討我國國民小學校長完全領導、分布式領導、教師組織公 民行為與教師創新教學之現況，分析不同背景變項之差異及相關情形，並瞭 解四者因果關係及我國各直轄、縣市在上述變項得分群聚情形。問卷調查以 我國公立國民小學校長及教師為研究母群，分層隨機抽取200所學校，1500位 教師為研究樣本，以國小校長「完全領導問卷」、「分布式領導問卷」、「教 師組織公民行為問卷」以及「教師創新教學問卷」為研究工具實施調查；問卷 回收1380 份，有效問卷1353份，回收率為92.0%，回收可用率為90.4%。資料處 理以描述性統計、t考驗、F考驗、積差相關、典型相關、結構方程式與階層集 群分析等統計方法進行資料分析。 研究結果包括： （一）填答者對本研究四個變項知覺達中上程度。 （二）兩種領導之間、教師組織公民行為與教師創新教學間呈現中度以 上的正相關。 （三）兩種領導與教師創新教學具有因果關係，教師組織公民行為是其 中介變項。 （四）我國各直轄、縣市在本研究四個變項得分中呈現不同群組。 研究建議包括： （一）在校長培育過程與校務評鑑中，強調完全領導與分布式領導的內 涵 （二）校長善用完全領導與分布式領導知能，在適當時機多與成員溝通，並適當的授權（三）鼓勵資深優良教師進行課程領導或同儕視導（四）國小教師可嘗試兼任行政工作，並與同儕進行合作學習，形成專業團隊（五）未來研究可在性別、學歷、學校地點差異原因與集群分析情形進一步做分析探討

This study is aimed to explore the relationships among principals’ total leadership, distributed leadership, teachers’ organizational citizenship behavior (OCB) and teachers’ innovative instruction for elementary school in Taiwan. The approach adopted questionnaires and using stratified random sampling to investigate 1500 samples that include principals and teachers from 200 schools. Collecting data were analyzed by the statistical methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, canonical correlation, SEM and cluster analysis. The conclusions are as follows: 1. Fills in answering reach above the middle degree to four variable of this research; male. 2. Between two kind of leadership, the teachers’ organizational citizenship behavior and the teachers’ innovative instruction indicate that is above middle correlation, in various dimensions of teachers’ organizational citizenship behavior, “self-request” can predicted highest value. 3. Two kind of leadership and the teachers’ innovative instruction have the causal relation, the teachers’ organizational citizenship behavior is intermediary variable. 4. In Taiwan, every municipality and county city presents the different group in this research with four variable scores. The suggestions are as follows: 1. During the process to cultivate principals and the school affairs evaluation, stressed that the total leadership and distributed leadership’s connotation. 2. Principal makes good use of the total leadership and distributed leadership knowledge and raises benevolently in the opportune moment with the member, and the suitable delegation. 3. Encourages the senior fine teachers to carry on the curriculum lead or peer supervision. 4. Elementary school teachers may try to attempt the administrative work, and carries on the cooperation study with the associates, forms the professional team. 5. The reason about test differences of sex, the school record, the school place and the cluster analysis results may further analyze the discussion again.