本研究探討校長多元型模領導、學校文化、教師承諾、學校效能之徑路模式，採用問卷調查，並以高雄市中小學共795位教師（國小286位、國中274位、高中職235位）及90位校長（國小、國中、高中職各30位）為研究樣本。平均數差異考驗、階層迴歸及結構方程模式等分析揭示以下結論：首先，校長多元型模領導、學校文化、教師承諾與學校效能現況均在中上程度，校長自評校長多元型模領導情形則高於教師評量校長。其次，學校層級是影響校長多元型模領導、學校文化、教師承諾與學校效能現況的關鍵因素。再者，校長多元型模領導可藉由學校文化與教師承諾的完全中介，進而正向預測學校效能，唯高中職與國小／中預測路徑稍有不同。最後，根據結果提出建議，以作為教育政策、學校行政、教師個人及未來研究參考。

This study aimed to explore the path model of principals' multi-frame leadership, school culture, teacher commitment, and school effectiveness in primary and secondary schools. A questionnaire survey was conducted of 795 teachers and 90 principals in Kaohsiung (286 primary teachers and 30 principals, 274 junior high teachers and 30 principals, 235 senior high school teachers and 30 principals). Mean difference, hierarchical regression, and structural equation modeling revealed that the current status of principal multi-frame leadership, school culture, teacher commitment, and school effectiveness were all above average. Principals’ self-evaluation was above the teacher’s assessment for their principals in multi-frame leadership. Notably, different school levels were the key factor influencing principals' multi-frame leadership, school culture, teacher commitment, and school effectiveness. In addition, principal multi-frame leadership could positively predict the school effectiveness through the complete mediation of school culture and teacher commitment, but the path models between the senior high schools and primary/junior high schools were slightly different. Based on the study findings, recommendations were offered for educational policy, school administration, teacher development, and future research as reference.