國小校長轉型領導、互易領導與學校組織學習能力關係之研究
本研究藉由文獻分析、問卷調查法，探討國小校長轉型領導、互易領導與學校組織學習能力之間的關係。根據對1015位國小教師之量表調查結果，獲得之主要結論如下：
壹、 國小校長轉型領導方面
一、 國小教師知覺國小校長轉型領導行為，平均得分為3.94，以「激勵鼓舞」最常用，其次依序為「型塑願景」、「智能啟發」、「個別關懷」、「魅力影響」。
二、 教師背景變項在轉型領導上部分：教師之性別、任教職務對於校長轉型領導上存有顯著差異；教師年齡、服務年資、學歷背景在校長轉型領導上則無顯著差異。
三、 學校背景變項在校長轉型領導部分：學校所在地區在校長轉型領導上存有顯著差異；學校規模、不同試辦「九年一貫課程」學校在校長轉型領導上則無顯著差異。
貳、 國小校長互易領導方面
一、 國小教師知覺國小校長互易領導行為，平均得分為3.26，以「主動例外管理」最常用，其次依序為「實質後效酬賞」、「承諾後效管理」、「被動例外管理」。
二、 教師背景變項在校長互易領導上部分：教師之性別、任教職務對於校長互易領導上有顯著差異；教師年齡、服務年資、學歷背景在校長互易領導上無顯著差異。
三、 學校背景變項在校長互易領導上部分：學校規模、學校所在地區、學校試辦「九年一貫課程」在校長互易領導上均存有顯著差異。
參、 學校組織學習能力現況方面
一、 國小教師知覺學校組織學習能力，平均得分為3.65得分，最高為「回饋與績效」，其次依序為「教師專業知識與技能」、「教師分享承諾」、「教師共同合作」、「學校領導支持」、「學校結構」。
二、 教師背景變項在學校組織學習能力部分：教師之性別、年齡、服務年資、任教職務、學歷背景對於組織學習能力存有顯著差異。
三、 學校背景變項在學校組織學習能力部分：學校規模、學校所在地區、學校試辦「九年一貫課程」均存有顯著差異。
肆、 國小校長轉型領導、互易領導與學校組織學習能力三者之關係方面
一、 校長轉型領導、互易領導與學校組織學習能力彼此之間存有正相關。
（一） 校長轉型領導總量及各向度與學校組織學習能力總量表及各向度之間呈顯著正相關（r=.58）。
（二） 校長互易領導總量表與學校組織學習能力總量表之間呈正相關（r=.52），惟互易領導的「被動例外管理」與整體組織學習能力及各向度為負相關。
（三） 轉型領導與互易領導之間呈正相關（r＝.60）。
二、 校長轉型領導、互易領導與學校組織學習能力之間有典型相關。
（一） 轉型領導與學校組織學習能力之間有二組典型因素達到顯著水準，透過二組典型相關因素，轉型領導可以有效解釋學校組織學習能力其解釋量佔總變異量的25.87﹪，二組典型因素可以直接解釋學校組織學習能力的51﹪。
（二） 互易領導與學校組織學習能力之間有三組典型因素達到顯著水準，透過三組典型因素，互易領導可以解釋學校組織學習能力總變異量的25.01﹪，而此三組典型因素可以直接解釋學校組織學習能力的46﹪。
三、 國小校長轉型領導與互易領導對於學校組織學習能力的影響有顯著差異。
（一） 低中高三組不同程度國小校長轉型領導，在整體學校組織學習能力及其各向度上，均達顯著差異；教師知覺校長高轉型領導，其整體及各向度之學校組織學習能力亦較高。
（二） 低中高三組不同程度國小校長互易領導，在整體學校組織學習能力及其各向度上，均達顯著差異；教師知覺校長高互易領導其整體及各向度之學校組織學習能力亦較高。
（三） 互易領導之高「被動例外管理」，對於整體學校組織學習能力及其各向度上之影響，有降低學校組織學習能力情形。
四、 校長轉型領導、互易領導，在學校組織學習能力上並無顯著的交互作用存在。
五、 轉型領導、互易領導各向度，對整體學校組織學習能力有預測力，其能解釋變異量可達39﹪。
最後，根據上述結論，本研究並針對教育行政主管機關、國小校長、國小教師及未來之研究者提出建議。

A Study of the Relationships among Principals’ Transformational Leadership, Transactional Leadership and the Capacity for Organizational Learning in Elementary Schools.
Jau – Ren Chang
Abstract
Via the analyses of literature reviews and questionnaires, this study aims at investigating the relationship among the three variables – elementary school principals’ transformational leadership, transactional leadership and the capacity for organizational learning. Based on the results of investigating 1015 elementary school teachers, the major findings are as follows:
A. On principal transformational leadership
a. From elementary school teachers’ perception of their principals’ transformational leadership, the average score is 3.94. The most frequently used dimension is “inspirational motivation”, next in order “shaped vision”, “intellectual stimulation”, “individual consideration”, ”charisma influence”.
b. Teachers' background variables on principals’ transformational leadership. Sex and position of service both result in significant differences, while age, years of service, educational backgrounds show no significant difference.
c. Schools' background variables on principals’ transformational leadership. The locations of schools show significant differences, while the scales of schools, different implementation of the New 1-9 Curriculum show no significant difference.
B. On principal transactional leadership
a. From elementary school teachers’ perception of their principals’ transactional leadership, the average grade is 3.26. The most frequently used dimension is “active management by exception”; next in order “reward”, “promises”, “passive management by exception”.
b. Teachers' background variables on principals’ transactional leadership. The two variables sex and position of service show significant differences, while age, years of service, educational backgrounds show no significant difference.
c. Schools' background variables on principals’ transactional leadership. The scales of schools, the locations of schools, implementation of the New 1-9 Curriculum schools all show significant differences.
C. On the capacity for organizational learning.
a. From elementary school teachers’ perception the capacity for organizational learning, the average grade is 3.65, the most dimension of their perception is “feedback and accountability”, next in order ” teachers’ professional knowledge and skills”, “teachers’ share commitment”, “teachers’ collaboration”,” supportive leadership”, “structure change”.
b. Teachers' background variables on the capacity for organizational learning. Sex, age, years of service, educational backgrounds show significant differences.
c. Schools' background variables on the capacity for organizational learning. The scales of schools, the locations of schools and implementation of the New 1-9 Curriculum schools all show significant differences.
D. On the relationship of principals’ transformational leadership, transactional leadership and the capacity for organizational learning.
a. Significant positive correlation exists between the principals’ transformational leadership, transactional leadership and the capacity for organizational learning.
I. The correlation coefficient between principals’ transformational leadership and transactional leadership is .58.
II. The correlation coefficient between principals’ transactional leadership and the capacity for organizational learning is .52, but it shows negative correlation between passive management by exception and the capacity for organizational learning.
III. The correlation coefficient between the principals’ transformational leadership, transactional leadership is .60.
b. The canonical correlation exists among the principals’ transformational leadership, transactional leadership and the capacity for organizational learning.
I. Two groups’ canonical factors have reached the level of significance between the principals’ transformational leadership and the capacity for organizational learning. Through two groups’ canonical factors, principals’ transformational leadership can explain the capacity for organizational learning , 25.87﹪of the total variance; two groups’ canonical factors can directly explain the capacity for organizational learning, 51﹪of the total variance.
II. Three groups’ canonical factors have reached the level of significance between the principals’ transactional leadership and the capacity for organizational learning. Through three groups’ canonical factors, principals’ transactional leadership can explain the capacity for organizational learning, 25.01﹪of the total variance. Moreover, three groups’ canonical factors can directly explain the capacity for organizational learning, 46﹪of the total variance.
c. Transformational leadership and transactional leadership show significant differences on the schools’ capacity for organizational learning.
I. Low, middle, high degrees of the principals’ transformational leadership groups show significant differences on the capacity for organizational learning.
II. Low, middle, high degrees of the principals’ transactional leadership groups show significant differences on the capacity for organizational learning.
III. High degree of passive management by exception has degraded the capacity for organizational learning.
d. There is no significance interactive effects between principals’ transformational leadership and transactional leadership on the capacity for organizational learning.
e. The transformational leadership and transactional leadership have significant prediction on the capacity for organizational learning. Two variables could explain 39% of the total variance.
Based on the above-mentioned conclusions, this study also offers suggestions to educational administration units, school principals, teachers and researchers for further studies.
Keywords: transformational leadership, transactional leadership, the capacity for organizational learning.

與具體作為。教育研究，57，55-61。
黃傳永（民88）。校長轉型領導與家長參與學校教育之研究。國立東華大學教育研究所碩士論文。未出版。
楊益風（民88）。九年一貫課程與教學革新，刊於邁向課程新紀元—九年一貫課程研討會論文集（下），頁347-367。台北：中華民國教材研究發展學會。
楊國德（民88）。學習型組織的理論與應用—成人教育領域的實踐經驗。台北：師大書苑。
葉子超（民88）。轉型領導在國民中小學教育之運用。國立編譯館通訊，12（2），21-27。
葉子超（民89）。道德領導在國民中小學教育之應用，載於學校行政雙月刊，第五期，頁23-29。台北：中華民國學校行政研究學會。
廖春文（民83）。二十一世紀教育行政領導理念。台北：師大書苑。
廖裕月（民87）。國小校長轉化領導型式與領導效能之研究：以北部四縣市為例。國立台北師範學院國民教育研究所碩士論文。未出版。
劉雅菁（民87）。國民小學校長運用轉型領導之研究。國立台灣師範大學教育研究所碩士論文。未出版。
歐用生（民88）。落實學校本位的課程發展，載於國民教育第三十九期第四期，頁2-7。台北：國立台北師範學院。
潘慧玲（民88）。學校效能研究領域的發展，載於教育研究集刊43輯，頁77-102。台北：師大書苑。
蔡純姿（民87）。國民小學教師知覺教育改革之工作壓力及因應策略研究。國立高雄師範大學輔導研究所碩士論文。未出版。
蔡進雄（民87a）。校長如何建立學校發展的共同願景。高市文教，第61期，頁23-25。
蔡進雄（民87b）。學校領導的新方向：談轉型領導。高市文教，第63期，頁60-63。
蔡進雄（民87c）。校長如何塑造學校文化初探。教育家，春季專輯，頁8-10。
蔡進雄（民89）。國民中學校長轉型領導、互易領導、學校文化與學校效能關係之研究。國立臺灣師範大學教育學系博士論文。未出版。
盧偉斯（民85）。組織學習的理論性探究。國立政治大學公共行政學系博士論文。未出版。
盧偉斯（民87）。組織學習論與行政革新實務，刊於國立政治大學公共行政學報第二期，頁121-142。台北：國立政治大學。
戴夢萍（民84）。從組織學習概念探討行政能力之重建。私立東海大學公共行政研究所碩士論文。未出版。
濮世緯（民86）。國小校長轉型領導、教師制握信念與教師職業倦怠關係之研究。國立政治大學教育研究所碩士論文。未出版。
謝文全（民80）。教育行政—理論與實務。台北：文景書局。
謝文全（民83）。學校行政。台北：五南圖書出版公司。
謝文全（民87）。道德領導—學校行政領導的另一扇窗，載於林玉体主編：跨世紀的教育演變，頁237-253。台北：文景書局。
謝明堂（民87）。組織學習與企業技術移轉之關連性研究—以精密工具機產業為例。靜宜大學管理科學研究所碩士論文。未出版。
簡達夫（民88）。組織學習在組織人為疏忽防範上之意涵—以台電核能電廠運轉／維護部門為例。國立交通大學經營管理研究所碩士論文。未出版。
魏惠娟（民87）。邁向學習型組織的教育行政領導，刊於教育政策論壇創刊號，第一卷第一期，頁135-173。
龔湘蘭（民88）。高科技產業組織學習模式建構之研究。國立台灣師範大學工業科技教育學系碩士論文。未出版。
貳、 英文部分
Allix, N. M. (2000). Transformational Leadership: Democratic or Despotic？Educational Management & Administration, 28(1), 7-20.
Almaraz, J. A. (1999). Leading transformational change: behavior, context, and reaults. DAI-A 60/06, pp.2119, order No: AAC9934812.
Aminuddin, Y. ( 1998). The relationship between transformational leadership behaviors of athletic directors and coaches' job satisfaction. The Physical Educator, 55(4), 170-175.
Argyris, C. (1993). Knowledge for action: A guide to overcoming barriers to organizational change. San Francisco: Jossey-Bass.
Argyris, C., & Schon, D. A. (1974). Theory in Practice: Increasing Professional Effectiveness. CA: Jossey-Bass.
Argyris, C., & Schon, D. A. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley.
Argyris, C., & Schon, D. A. (1996). Organizational learning II: Theory, method, and practice. Reading, MA: Addison-Wesley.
Avolio, B. J., & Bass, B. M. (1995). Individual consideration viewed at multiple levels of analysis: A multi-level framework for examining the diffusion of transformational leadership. Leadership Quarterly, 6, 199-218.
Avolio, B. J., Bass, B. M., & Jung, D. I. (1996). Construct validation of the multifactor leadership questionnaire MLQ-Form 5X. Binghamton, New York; Center for Leadership Studies, Binghamton University Report 96-1.
Avolio, B. J., Bass, B. M., & Jung, D. I. (1999). Re-examining the components of transformational and transactional leadership using the multifactor leadership questionnaire. Journal of Occupational and Organizational Psychology, 72 (4), 441-462.
Bass, B. M. (1985). Leadership and performance beyond expectations. New York: The Free Press.
Bass, B. M. (1988). The inspirational process of leadership. Journal of Management Development, 7, 21-31.
Bass, B. M. (1990). Bass and Stogdill's handbook of leadership. New York: Free Press.
Bass, B. M. (1995). Transformational leadership redux. Leadership Quarterly, 6, 463-478.
Bass, B. M. (1997). Does the transactional-transformational leadership paradigm transcend organizational and national boundaries? American Psychologist, 52, 130-139.
Bass, B. M., & Avolio, B. J. (1990). Transformational leadership development. Manual for the Multifactor Leadership Questionnaire. Palo Alto, CA: Consulting Psychologist Press.
Bass, B. M., & Avolio, B. J. (1993). Transformational leadership: A response to critiques. In Chemmers, M. M. & Ayman, R. (Eds.), Leadership theory and research: Perspectives and directions, pp.49-88. San Diego, CA: Academic Press.
Bass, B. M., & Avolio, B. J. (1995). The Multifactor Leadership Questionnaire. Redwood City, CA : Mind Garden.
Bass, B. M., & Avolio, B. J. (1997). Full range of leadership development: Manual for the Multifactor Leadership Questionnaire. Redwood City, CA: Mind Garden.
Bass, B. M., & Avolio, B. J. (Eds.). (1994). Improving organizational effectiveness through transformational leadership. Thousand Oaks, CA: Sage.
Bass, B. M., & Steidlmeier, P. (1999). Ethics, character, and authentic transformational leadership behavior. Leadership Quarterly, 10(2), 181-217.
Bennis, W., & Nanus, B. (1985). Leaders: the strategies for taking change. New York: Haper & Row.
Blase, J., & Blase, J.R. (1994). Empowering Teachers: What Successful Principals Do. London: Sage.
Brown, J. (1993). Leadership for school improvement. Emergency Librarian, 20(3), 8-20.
Bryman, A. (1992). Charisma and Leadership in Organizations. London: Sage.
Burns, J. M. (1978). Leadership. New York: Harper & Row.
Chadwick, L. J. (1999). A comparative analysis of transformational and transactional leadership in public school principals and their effect on school culture. DAI-A 60/06, pp. 1840. Order No: AAC 9936647.
Conger J. A. & Hunt, J. G. (1999). Overview charismatic and transformational leadership:taking stock of the present and future(partⅠ). Leadership Quarterly, 10(2), 121-127.
Cousins, J. B. (1996). Understanding Organizational Learning for Educational Leadership and School Reform. In K. Leithwood, J. Chapman, D. Corson, P. Hallinger, & A. Hart (Eds.). The International Handbook of Educational Leadership and Administration, pp. 589-652. Dordrecht: Kluwer Acadmic.
Crossan, M. M., Lane, H. W., & White, R. E. (1999). An organizational learning framework: From intuition to institution. The Academy of Management Review. 24(3), 522-537.
Daft, R. L. (1999). Leadership: Theory and Practice. Fort Worth: Harcourt Brace & Company.
Dempster, N. (2000). Guilty or not : the impact and effects of site-based management on schools. Journal of Educational Administration, 38(1), 47-63.
Den Hartog, D. N., Van Muijen, J. J., & Koopman, P. (1997). Transactional versus transformational leadership: An analysis of the MLQ. Journal of Occupational & Organizational Psychology, 70(1). 19-34.
Devos, G., Broeck, H. V., & Vanderheyden, K. (1998). The concept and practice of a school-based management contest: integration of leadership development and organizational learning. Educational Administration Quarterly, 34, Supplemental, 700-717.
Dixon, N. M (1999). The organizational learning cycle : how we can learn collectively. (2nd ed.).Vermont: Gower.
Dixon, N. M. (1997). The hallways of learning. Organizational Dynamics, 25(4), 23-34.
Dodgson, M. (1993). Organizational learning: A review of some literatures. Organization Studies, 14, 375-394.
Easterby-Smith, M. (1997). Discipline of the learning organization: Contributiona and critiques. Human Relations, 50, 1085-1113.
Easterby-Smith, M., & Araujo, L. (1999). Organizational learning: Current Debates and Opportunities. In Easterby-Smith, M., Araujo, L. & Burgoyne, J. (Eds.). Organization Learning and the Learning Organization, pp.1-21. London: Sage.
Finger, M., & Brand, S. B. (1999). The Concept of the ‘Learning Organization’ Applied to the Transformation of the Public Sector: Conceptual Contributions for Theory Development. In Easterby-Smith, M., Araujo, L., & Burgoyne, J.(Eds.). Organization Learning and the Learning Organization, pp. 130-156. London: Sage
Fiol, M. C., & Lyles, M. A. (1985). Organizational learning. Academy of Management Review, 10, 803-813.
Garvin, D. A. (1993). Building a Learning organization. Harvard Business Review, July-August, 78-91.
Geijsel, F., Sleegers P., & Berg, R. van den (1999) . Transformaional leadership and the implementation of large-scale innovation programs. Journal of Educational Administration. 37(4), 309-328.
Gitlin, A. (1999). Collaboration and progressive school reform. Educational Policy, 13, 630-658.
Griffiths, M. (2000). Collaboration and partnership in question: knowledge, politics and practice. Journal of Educational Policy, 15(4), 383-395.
Gronn, P. (1995). Greatness Re-Visited: The Current Obsession with Transformational Leadership. Leading and Managing, 1(1), 14-27.
Grubbs, J. R. (1999). The transformational leader. Occupational Health & Safety. 68(8), 22-26.
Gurr, D. (1996). On Conceptualising School Leadership: Time to Abandon Transformational Leadership? Leading and Managing 2(3), 221-239.
Hallinger, P. (1992) The evolving role of American principals: From managerial to instructional to transformational leaders. Journal of Educational Administration, 30(3), 35-48.
Hallinger, P., & Leithwood, K. (1998). Unseen forces: the impact of social culture on school leadership. Peabody Journal of Education, 73(2), 126-151.
Hallinger, P., & Murphy, J. (Eds.). (1992). The evolving leadership role of the principal: International perspectives. Journal of Educational Administration (Special Issue), 30(3), 3-88.
Hater, J. J., & Bass, B. M. (1988). Superiors' evaluations and subordinates perceptions of transformational and transactional leadership. Journal of Applied Psychology, 73, 695-702.
Herbert, I. (2000). Knowledge is a noun learning is a verb. Management Accounting, 78(2), 68-69.
Howell, J. M., & Avolio, B. J. (1993). Transformational leadership, transactional leadership, locus of control, and support for innovation: Key predictors of consolidated business-unit performance. Journal of Applied Psychology, 78, 891-902.
Howell, J. M., & Hall-Merenda, K. E. (1999). The Ties That Bind: The Impact of Leader-Member Exchange, Transformational and Transactional Leadership, and Distance on Predicting Follow Performance. Journal of Applied Psychology, 84(5), 680-694.
Huber, G. P. (1991). Organizational learning: The contributing processes and the literatures. Organizational Science, 2, 88-115.
Hunt, J. (1991). Leadership. A new synthesis. Thousand Oaks, CA: Sage.
Jackson, A. S. (2000). The school improvement journey : perspectives on leadership. School leadership & Management, 20(1), 61-78.
Jantzi, D. & Leithwood, K. (1996). Toward an explanation of variation in teachers' perceptions of transformational school leadership. Educational Administration Quarterly, 32(4), 512-538.
Jason, M. H. (2000). The Role of the Principal as Transformational Leader In a Multicultural Learning Community. High School Journal, 82 (3), 1-9.
Keenoy, T., Marshak, R., Oswick, C., & Grant, D. (2000). The Discourses of Organizing. The Journal of Applied Behavioral Science, 36(2), 133-135.
Kim, D. H. (1993). The link between individual and organizational learning. Sloan Management Review, 34(1), 37-50.
Knight, J. (1998). Do Schools Have Learning Disabilities? Focus on Exceptional Children, 30(9), 1-14.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of learning And Development. Englwood Cliffs, NJ: Prentice Hall.
Kuchinke, K. P. (1999). Leadership and culture: Work-related values and leadership styles among one company's U.S. and German telecommunication employees. Human Resource Development Quarterly, 10 (2), 135-154.
Lakomski, G. (1995). Leading and Learning: From Transformational Leadership to Organisational Learning. Leading and Managing, 1(3), 211-225.
Leithwood, K. (1992). The move toward transformational leadership. Educational Leadership, 49(5), 8-12.
Leithwood, K. (1994) . Leadership for school restructuring. Educational Administration Quarterly, 30(4), 498-518.
Leithwood, K. (1995). An organizational learning perspective on school response to central policy initiatives. (ERIC Document Reproduction Service No. ED385932)
Leithwood, K. A. (1993). “Contributions of transformational leadership toward school restructuring”, address to University Council for Educational Administration, Houston, TX.
Leithwood, K., & Duke, D. L. (1998). Mapping the conceptual terrain of leadership: a critical point of departure for cross-cultural studies. Peabody Journal of Education. 73(2), 31-50.
Leithwood, K., & Jantzi, D. (1990). Transformational leadership: How principals can help reform school cultures. School Effectiveness and Improvement, 1(4), 249-280.
Leithwood, K., & Jantzi, D. (1999). The Relative Effects of Principal and Teacher Sources Leadership on Student Engagement With school. Educational Administration Quarterly, 35, Supplemental, 679-706.
Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organizational conditions and student engagement with school. Journal of Educational Administration, 38(2), 112-129.
Leithwood, K., & Jantzi, D. (1997). Explaining variation in teachers’ perceptions of principals’ leadership: a replication. Journal of Educational Administration, 35(4), 312-331.
Leithwood, K., Jantzi, D., & Fernandez, A. (1994). Transformational Leadership and teachers’ commitment to change. In Murphy, J. & Louis, K. S. (Eds.). Reshaping the principalship: Insights from transformational reform efforts, pp. 77-98. Thousand Oaks, CA: Corwin.
Leithwood, K., Jantzi, D., & Steinbach, R. (1999). Changing leadership for changing times. Buckingham: Open University Press.
Leithwood, K., Leonard, L., & Sharratt, L. (1998). Conditions fostering organizational learning in schools. Educational Administration Quarterly, 34(2), 243-276.
Leithwood, K., Steinbach, R., & Ryan, S. (1997). Leadership and team Learning in secondary schools. School Leadership & Management, 17(3), 303-325.
Leithwood, K., Tomlinson, D., & Genge, M. (1996). “Transformational school leadership'”, In K. Leithwood, J. Chapman, D. Corson, P. Hallinger, & A. Hart (Eds.). The International Handbook of Educational Leadership and Administration, pp. 785-840. Dordrecht: Kluwer Acadmic.
Liontos, L. B. (1992). Transformational Leadership. ERIC Digest, 72. (ERIC Document Reproduction Service No. ED347636)
Louis, K. S. (1994). Beyond ‘Manage Change’: Rethinking How Schools Improve. School Effectiveness and School Improvement, 5(1), 2-24.
Malone, B. G., & Caddell, T. A. (2000). A crisis in leadership: Where are tomorrow's principals？The Clearing House, 73(3), 162-4.
March, J. G. (1991). Exploration and exploitation in organization learning. Organization Science, 2, 71-87.
March, J. G., & Olsen, J. P. (1975). The uncertainty of past: organizational learning under ambiguity. European Journal of Political Research, 3 ,147-171.
Marks, H. M., & Louis, K. S.(1999). Teacher Empowerment and the capacity for organizational learning. Educational Administration Quarterly, 35, Supplemental, 707-750.
Mchugh, K. J. (1999). Exploring the relationship between perceptions of of principal’s leadership behaviors and potency of teaching teams at the middle level. Source: DAI-A 60/06, pp. 1852, Order No: AAC 9935171.
Morgan, G. (1986). Image of Organization. Beverly Hills, CA：Sage.
Morgan, G. (1997). Image of Organization. Thousand Oaks, CA：Sage.
Murphy, J. (1994). Transformatiomal change and the evolving role the principal:early empirical evidence.In Murphy, J. & Louis, k. S. (Eds.). Reshaping the principalship: Insights from transformational reform efforts, pp.20-53. Thousand Oaks, CA: Corwin.
Murphy, J., & Hallinger, P. (1992). The principalship in an Era of transformation. Journal of Educational Administration, 30(3), 77-88.
Palczewski, S. (1999). A study of the relationship between transformational leadership and teacher attitudes. DAI-60/06, pp. 1856, Order No: AAC 9935411.
Popper, M. & Lipshitz, R. (1998). Organizational learning mechanisms. Journal of Applied Behavioral Science, 34(2), 161-179.
Popper, M., & Lipshitz, R. (2000a). Organizational learning: Mechanisms, culture and feasibility. Journal of Management Learning, 31, 181-196.
Popper, M., & Lipshitz, R. (2000b). Organizational learning in a hospital. The Journal of Applied Behavioral Science, 36(3), 345-361.
Popper, M., Mayseless, O., & Castelnovo, O. (2000). Transformational Leadership And Attachment. Leadership Quarterly, 11( 2), 267-289.
Prange, C. (1999). Organizational Learning-Desperately Seeking Theory？In Easterby-Smith, M., Araujo, L. & Burgoyne, J. (Eds.). Organization Learning and the Learning Organization, pp.23-43. London: Sage.
Rait, E. (1995). Against the current: Organizational learning in schools. IN S. B. Bacharach, & B. Mundell (Eds.). Images of Schools:”Structures, roles and organizational behaviour(pp. 71-107). Thousand Oaks CA: Crowin.
Rorty, R. (1999). Philosophy and Social Hope. New York: Penguin.
Scribner, J. P., Cockrell, K. S., Cockrell, D. H., & Valentine, J. W. (1999). Creating Professional Communities in Schools Through Organizational Learning: An Evaluation of a School Improvement Process. Educational Administration Quarterly, 35(1), 130-160.
Senge, P. (1990). The Fifth Discipline. New York: Doubleday.
Sergiovanni, T. J. (1992). Moral Leadership. San Francisco, CA: Jossey Bass.
Sergiovanni, T. J. (1990). Value-Added Leadership. New York: Harcourt Brace Jovanovich.
Simpson, G, W. (1990). Keeping it alive: Elements of school culture that sustain innovation. Education Leadership, 47(8), 34-37.
Sims Jr., H. P., & Lorenzi, P. (1992). The new leadership paradigm: Social learning and cognition in organizations. Newbury Park, Cal.: Sange.
Stogdill, R. M. (1974). Handbook of Leadership: A Survey of the literature. New York: Free Press.
Tichy, N. M., & Devanna, M. A. (1986). The transformational Leader. New York: John Wiley & Sons.
Tichy, N. M., & Devanna, M. A. (1990). The transformational Leader. (2nd ed.). New York: John Wiley & Sons.
Tsang, E. W. K. (1997). Organizational Learning and the Learning Organization: A Dichotomy Between Descriptive and Prescriptive Research. Human Relations. 50(1), 73-89.
Tschannen-Moran, M., Uline, C., Woolfolk Hoy, A., & Mackley, T. (2000). Creating smarter schools through collaboration. Journal of Educational Administration, 38(3), 247-271.
Yammarino, F. J., & Bass B. M. (1990). Transformational leadership at multiple levels of analysis. Human Relations, 43, 975-995.
Yammarino, F. J., & Jung, D. (1998). Asian-Americans and leadership: A level of analysis perspective. Journal of Applied Behavioral Science, 34, 47-67.
Yammarino, F. J., Dubinsky, A.J., & Spangler, W.D. (1998), “Transformational and contingent reward leadership: individual, dyad, and group level of analysis”, The Leadership Quarterly. 9(1), 27-54.
Yeung, A. K., Ulrich, D. O., Nason, S. W., & Glinow, M. A. V. (1999). Organizational learning capability. New York: Oxford University Press.
Yukl, G. (1994). Leadership in organizations. (3ed ed.). Englewood Cliffs, NJ: Prentice-Hall.
Zacharatos, A., Barling, J., & Kelloway, E. K. (2000). Development and effects of transformational leadership in adolescent. Leadership Quarterly, 11( 2), 211-227.
Zemke, R. (1999). Why organizations still aren’t learning. Training, 36(9). 40-42.