| Summary: | 博士 === 國立政治大學 === 教育研究所 === 100 === The main purpose of this study is to explore the relationship among principals' servant leadership, organizational learning and school administrative service quality in junior high schools and the different effects from the different background factors. An interactive model was constructed and confirmed, and some research conclusions and suggestions were offered.
This study adopted questionnaire survey method , aiming the relations among principals' servant leadership, organizational learning and school administrative service quality. According to related literature analysis, the research frame and theory were constructed.
This research conducted a survey-questionnaire by targeting on the junior high school teachers. Totally there were 675 junior high school teachers were chosen randomly from north, central, south, and east regions in Taiwan. A total of 675 questionnaires were distributed and 603 questionnaires were received. There were 552 valid returned questionnaires and the ratio of valid questionnaire is 81.8%. The data was analyzed by descriptive statistics, second-order confirmatory factor analysis and reliability analysis, t-test, ANOVA, Pearson correlation, multiple regression and SEM.
The major findings of the research are as the followings：
1. The overall performances of principals' servant leadership, organizational learning and school administrative service quality are moderately high.
2.There are no significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of principals' gender, academic degrees.
3. There are significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of principals' age and various years of experience.
4. There are no significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of School teachers’ age and various years of experience.
5. Teachers' academic degrees have no significant and different perceptions in principals' servant leadership, organizational learning；while There are significant differences in school administrative service quality.
6. There are significant differences in the general performance of principals' servant leadership in terms of teachers' gender；while There are no significant differences in organizational learning and school administrative service quality.
7. There are significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of teachers' position.
8. There are significant differences in the general performance of principals' servant leadership, school administrative service quality in terms of school size；while There are no significant differences in organizational learning.
9. There are significant differences in the general performance of principals' servant leadership, organizational learning and school administrative service quality in terms of school history.
10. Both of the principal’s servant leadership and t organizational learning have a significantly predictive effect on school administrative service quality.
11. There are highly positive correlation among principals' servant leadership, organizational learning and school administrative service quality.
12. The assessment of proper fit is supported in a structural equation model among principals' servant leadership, organizational learning and school administrative service quality. It can explain the relationships of the above three main variables.
13. There are significant and direct effects between principals' servant leadership and organizational learning, and also between organizational learning and school administrative service quality.
14. The positive effect of principals' servant leadership on s school administrative service quality could be moderated by organizational learning.
Finally, according to the research results, the recommendations were given to provide references for education administrative units, schools and future studies.
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