工業4.0開展了教育4.0，從教育制度、教學環境、課程教學、學生學習帶來根本改變，而維持人力資本儼然成為組織突破困境，追求卓越的關鍵。誠如「有什麼校長，就有什麼學校」，身為學校首席教師，專業領航者，其領導模式不僅攸關教師對組織認同，亦與組織榮衰休戚與共。本研究採次級資料分析，探討國中小1,960位教師，其研究結果顯示：（1）國中小校長多元架構領導、學校效能及教師組織承諾現況良好；（2）校長多元架構領導、學校效能與教師組織承諾不僅具顯著正向關係和促進效果，模型亦具良好配適度；（3）教師組織承諾在校長多元架構領導和學校效能間，具有部分中介效果。透過結果研提建議，供主管教育行政機關、國中小及後續研究參考。

Industry 4.0 launched Education 4.0, which brought fundamental changes from the education system, teaching environment, curriculum teaching, and student learning. Maintaining human capital seems to be the key to the organization’s breakthrough in dilemma and the pursuit of excellence. Just as “As is the principal, so is the school.”, as a school’s chief teacher and professional leader, the leadership model is not only related to the teacher’s identification with the organization, but also to the prosperity and decline of the organization. This study adopts secondary data to analyzes 1,960 teachers in elementary and middle schools. The results are in the following: (1) Primary and secondary school principal multi-frame leadership, school effectiveness, and teacher organizational commitment are good; (2) Principal multi-frame leadership, school effectiveness and teacher organization commitment are correlated, and also have a significant positive effect and well model fit; (3) Principal multi-frame leadership can positively influence school effectiveness through the intermediary role of teacher organizational commitment. Based on the results of this study, recommendations are made for educational administration authorities, elementary and junior high schools, and follow-up research.