本研究旨在瞭解國小校長正向領導、教師組織公民行為與學校效能的現況，並探討上述三者的相關情形。研究方法為文獻分析、問卷調查，並使用結構方程模式驗證校長正向領導、教師組織公民行為與學校效能的關係。研究結果發現國小校長正向領導、教師組織公民行為與學校效能的現況良好，三者間具相關性、且影響關係模式適配度良好，雖然校長正向領導對於學校效能有顯著之直接影響效果；但是當校長正向領導透過教師組織公民行為之中介作用能對學校效能更有效果。本研究建議領導者應運用正向領導，激發教師組織公民行為的中介作用，更能有效提升學校效能。

This study aims to investigate the current status and interrelation¬ship of principal’s positive leadership, teacher’s organizational citizenship behaviors and school effectiveness. The research methods included literature review and questionnaire survey. The data was analyzed by descriptive statistics, Bootstrap and structural equation modeling (SEM). There is a moderate positive correlation between the principal’s positive leadership, teacher’s organizational citizenship behaviors and school effectiveness. In addition, theoretical models are supported among principal’s positive leadership, teacher’s organizational citizenship behaviors and school effectiveness. Furthermore, teacher’s organizational citizen¬ship behaviors act as intermediary between two other factors. Based on the conclusions, it is suggested that principals should manage the positive relationship of the campus to enhance the positive leadership effectiveness; strengthen the empowerment mechanism, strengthen the teacher’s organizational citizenship behavior; enrich the school’s diversified learn¬ing culture and enhance the overall efficiency of the school; principal’s positive leadership can stimulate teacher’s organizational citizenship be¬haviors, which strongly improves school effectiveness.