近年來，隨著正向心理學研究之蓬勃發展，正向組織研究的觀點業已成為 教育行政與組織行為領域最受關注的焦點之一。而在校長領導與學校效能關係 之研究議題上，迄今，國內已有不少研究試圖應用正向組織的概念如「正向領 導」與「組織公民行為」，以剖析校長正向領導、教師組織公民行為與學校效能 三者間之關聯性。然而，目前仍欠缺針對相關實徵調查研究結果進行統合的後 設分析研究。基於此，本研究採取直接和中介效果模式的觀點，應用後設分析 和後設分析取向之結構方程模式，以統整歷年來之實徵研究成果。研究所獲致 之主要結論為：一、在校長正向領導、教師組織公民行為與學校效能三者彼此 間的關係上，無論在變項整體層面彼此間、整體層面與分層面之間，以及分層 面彼此間，變項間之平均效應量皆為顯著正相關，而且，若依Cohen ( 1988)之 標準，效應量之強度都至少達中度以上。二、整體校長正向領導可分別透過「整 體教師組織公民行為」與「教師組織公民行為之分層面」的中介作用，間接對 整體學校效能造成正向的影響。三、在中介效果強度之差異比較上，整體校長 正向領導透過「認同組織」間接影響整體學校效能之中介效果，此在強度上係 顯著高於透過「敬業守法」與「主動助人」兩者。

Recent years have seen increased attention being given to positive psychology in the field of educational administration and organizational behavior. The aim of this research is to examine the relationships among principals5 positive leadership, teachers’ organizational citizenship behavior and school effectiveness based on the relatively new perspective of positive organization studies. A lot of empirical researches have been done in this research topic. However, to date, there have been few meta-analysis studies. In order to integrate the results of these studies, this study use meta-analysis and meta-analytic structural equation modeling (MASEM) to test the “direct-effects model” and “mediated-effects model”. The conclusions of this study show that the positive relationships among principals’ positive leadership, teachers’ organizational citizenship behavior and school effectiveness do exist with at least the medium effect sizes. Besides, Principals’ positive leadership can positively influence school effectiveness through the mediating effect of teachers’ organizational citizenship behavior.