學校是教育的殿堂，是孩子汲取知識的寶庫，亦是習得正確價值觀的學習環境。因此，學校教育推展之成功，校長成功的領導帶領教師的有效教學，將是影響教學效能的關鍵。本研究旨在瞭解嘉義縣國小教師在校長轉型領導、教師知識管理、學校組織文化、教師人格特質及教學效能上的差異情形，並探討研究構面對教學效能的影響。本研究以問卷調查方式蒐集資料，研究對象為嘉義縣22所公立國小教師，391人進行問卷調查，回收有效問卷349份，有效問卷回收率89.3％。研究顯示：1.校長轉型領導對教師知識管理有顯著正向影響。2.教師知識管理對教學效能有顯著正向影響。3.校長轉型領導對教學效能有顯著正向影響。4.學校組織文化對教師知識管理有顯著正向影響。5.學校組織文化對教學效能有顯著正向影響。6.教師內控型人格特質對教學效能有顯著正向影響，而外控型人格特質對教學效能則無顯著影響。7.教師知識管理對校長轉型領導與教學效能間有部分中介效果。8.教師知識管理對學校組織文化與教學效能間有部分中介效果。9.教師人格特質對教師知識管理與教學效能間干擾效果不顯著。 School plays an important role in education; it’s the main place for children to obtain knowledge and correct values. Therefore, the success of schools’ educational development and the effective teaching of teachers led by the principal will be the key points to affect teaching efficiencies. The purpose of this study was to understand the differences of principals’ transformational leadership, teachers’ knowledge management, schools’ organizational culture , teachers’ personality traits and teaching effectiveness among elementary school teachers in Chiayi County and to examine the influences of the aspects of research on teaching effectiveness. The study adopted questionnaire. The subjects were teachers in 22 public elementary schools in Chiayi County. 391 teachers were selected as the samples and a total of 349 valid questionnaires were received. The valid response rate was 89.3%. The results were as follows:(1)Principals’ transformational leadership had a significant positive effect on teachers’ knowledge management.(2)Teachers’ knowledge management had a significant positive effect on teaching effectiveness.(3)Principals’ transformational leadership had a significant positive effect on teaching effectiveness.(4)Schools’ organizational culture had a significant positive effect on teachers’ knowledge management.(5)Schools’ organizational culture had a significant positive effect on teaching effectiveness.(6)Teachers of internal-controlled personality trait had a significant positive effect on teaching effectiveness, but teachers of external-controlled personality trait did not have a significant effect on teaching effectiveness.(7)Teachers’ knowledge management had a partial meditating effect between principals’ transformational leadership and teaching effectiveness.(8)Teachers’ knowledge management had a partial meditating effect between schools’ organizational culture and teaching effectiveness.(9)The influences of teachers’ personality traits on teachers’ knowledge management and teaching effectiveness were not obvious.
