| Summary: | 本研究主旨在於瞭解臺北市國民小學校長分布式領導、兼任行政教師情緒勞務與組織公民行為之現況，並分析不同背景變項之教師在知覺校長分布式領導、兼任行政教師情緒勞務與組織公民行為時產生的不同差異情形，且探討三者之間的關係，最後藉由校長分布式領導與兼任行政教師情緒勞務對其組織公民行為進行預測。
本研究採調查研究法，共計抽樣84所學校，發出540份問卷，回收451份問卷，其中有效問卷414份，問卷有效率達91.8%。資料處理分別以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸分析等統計方式進行統計分析。
本研究獲致以下之結論：
一、臺北市國民小學兼任行政教師知覺校長分布式領導為中高程度，以「校長專業自信與謙遜」之知覺程度為最高，「營造適當的變革時機」之知覺程度為最低。
二、臺北市國民小學兼任行政教師在其情緒勞務的知覺為中高程度，以「真誠演出」的知覺為最高，「深層演出」之知覺為最低。
三、臺北市國民小學兼任行政教師有中高程度之組織公民行為表現，以「敬業行為」之表現為最高，「工作要求高標準」的表現為最低。
四、臺北市國民小學兼任行政教師，因其性別、擔任職務、教育程度、學校規模、學校歷史之不同，而有不同的校長分布式領導知覺感受，以男性、擔任主任、研究所以上、學校規模在49班(含)以上、學校歷史在41-60年之教師知覺程度較高。
五、臺北市國民小學兼任行政教師，因其服務年資、擔任職務及學校規模之不同，而對於其情緒勞務之知覺感受有所不同，以服務年資21年(含)以上、擔任主任及學校規模在49班(含)以上之教師知覺程度較高。
六、臺北市國民小學兼任行政教師，因其年齡、服務年資、擔任職務及學校規模之不同，而展現出不同程度的教師組織公民行為，以51歲(含)以上、服務年資為21年(含)以上、擔任組長及學校規模為49班(含)以上之教師表現程度較高。
七、臺北市國民小學校長分布式領導、兼任行政教師情緒勞務與組織公民行為之知覺及各層面，彼此間具有正相關的關係。
八、臺北市國民小學兼任行政教師情緒勞務對教師組織公民行為整體及各層面具有預測作用，而校長分布式領導之層面「建構明確的績效責任」及「校長專業自信與謙遜」則對教師組織公民行為之「尊重學校體制」、「工作要求高標準」具有預測作用。
最後依據研究結果與結論，提出具體建議，以供教育行政機關、學校校長與兼任行政教師以及未來研究的參考。
關鍵字：分布式領導、教師情緒勞務、組織公民行為 === The study aims to investigate the current situation of the elementary school principal’s distributed leadership, administrations teacher’s emotional labor and organization citizenship behavior in Taipei City, and then analyze the administrative teachers in different background variables when they are conscious of the elementary school principal’s distributed leadership, administrations teacher’s emotional labor and organization citizenship behavior, and then explore the relationship among the three variables. In the end, the study through principal’s distributed leadership and administrative teachers’ emotional labor forecast the organization citizenship behavior.
Questionnaire survey method is adopted in this study. The samples include 84 schools and 540 questionnaires were distributed. 451 questionnaires were returned. There were 414 valid questionnaires used in the statistic analysis and the usable rate is 91.8%. All data processing were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation , Multiple regression.
The conclusions are as follows：
1. Elementary school administrative teachers’ perception of principal’s distributed leadership is above average , in which the item “principals’ self-confidence and humility” was the highest, and “creating a timing of trust” was the lowest.
2. Elementary school administrative teachers’ perception of teachers’ emotional labor is above average, in which the item “sincere performances” was the highest, and “deep acting” was the lowest.
3. Elementary school administrative teachers’ perception of teachers’ organizational citizenship behavior is above average and then the “dedication to the work” was the highest, and “highly working standards” was the lowest.
4. There are significant differences in the elementary school teachers’ perception of principal’s distributed leadership in terms of sex, position, bachelor of science, scale of school, and age of school.
5. There are significant differences in the elementary school teachers’ perception of teachers’ emotional labor in terms of years of service, position and scale of school.
6. There are significant differences in the elementary school teachers’ perception of teachers’ organizational citizenship behavior in terms of age, years of service, position and the scale of school.
7. There is positive correlation among the principals’ distributed, administrations teacher’s emotional labor and organization citizenship behavior.
8. Administrations teacher’s emotional labor have a predictive effect on teachers’ organization citizenship behavior.
Keywords: distributed leadership, teacher’s emotional labor, organization citizenship behavior
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