本研究旨在了解國民小學教師知覺校長正向領導、教師賦權增能與教師心理契約的現況以及教師賦權增能在校長正向領導與教師心理契約之中介關係。研究方法為文獻分析與問卷調查法，研究對象為臺灣地區公立國民小學教師，共發出1000份問卷，回收率91.2%，有效樣本共886份。問卷回收後分別以信效度分析、描述統計，以及結構方程模式等統計方法進行分析。研究結果顯示，國民小學教師知覺校長正向領導、教師賦權增能與教師心理契約的現況良好，三者之間具有相關性，且影響關係模式適配度良好。本研究發現校長正向領導、教師賦權增能與教師心理契約之間，教師賦權增能具有部份中介的作用，意即校長正向領導除了直接影響教師心理契約，亦可透過教師賦權增能來影響教師心理契約。本研究建議校長應善用正向領導作為引領教師心理契約，亦可發揮教師賦權增能之中介作用，運用賦權之能量，提升教師心理契約之程度。

The study empirically investigates the relationships among principals’ positive leadership, teacher empowerment, and teacher psychological contract. As well as teacher empowerment is the mediating between the positive leadership and the teacher’s psychological contract. The survey objects were elementary school educators across Taiwan area. The study issued a total of 1000 questionnaires, with the return rate of 91.2%, among which there were 886 questionnaires valid. Teachers were asked to measure the effectiveness of principals’ positive leadership, teacher empowerment and teacher psychological contract. This study used structural equation modeling with prospective data to test for model fit. The findings indicate that principals’ positive leadership positively affects teacher empowerment. Furthermore, teacher empowerment directly affects teacher psychological contract. Principals’ positive leadership also positively influences their teacher psychological contract achievement. The results suggest that the school should implement positive leadership to accelerate teacher empowerment in school operation in order to improve the whole teacher psychological contract.