學校領導者為了遵從教育部規定，要求基層教師在有限期間完成所指派之任務。卻往往忽略教育本質在於學校教育、家庭教育以及學生個人三個層面互助合作、溝通，反而突顯出教師背負更多的責任與角色功能，更忽略教師在情緒智力或人格特質上會因個別差異，而有所不同。 在教學現場的基層教師，在校長的領導風格下，會影響學校的環境氛圍以及教師的情緒變化，更直接對教師工作績效有深深地影響。本研究旨在瞭解嘉義地區國民中學校長轉換型領導、教師情緒智力、教師人格特質與工作績效的關係與影響，並驗證教師情緒智力對校長轉換型領導與工作績效的中介效果。本研究以嘉義地區國民中學教師為研究對象，以便利抽樣方法，共發出300份問卷，實際回收份數251份，扣除無效問卷19份，有效問卷共計232份，回收率為77％。 研究結果顯示：(1)轉換型領導對工作績效有顯著的正向影響。(2)轉換型領導對情緒智力有顯著的正向影響。(3)情緒智力對工作績效有顯著的正向影響。(4)人格特質對工作績效有顯著的正向影響。(5)情緒智力對轉換型領導與工作績效之間具有中介效果。 To fulfill regulations stipulated by the Ministry of Education, school principals must ensure that teachers accomplish assigned tasks within the specified deadline. However, school principals typically overlook the fact that education requires mutual cooperation and communication in the following three dimensions of school education, family education, and student individuality. Instead, teachers are burdened with more responsibilities and functions in their role; furthermore, individual differences among teachers in terms of emotional intelligence or personality traits are also overlooked. The leadership style employed by principals affects the environment and atmosphere of schools and the emotional changes of teachers who work there; in addition, it has a profound and direct effect on the work performance of teachers. This study investigated the relationship between the transitional leadership style of principals and the emotional intelligence, personality traits, and work performance of secondary school teachers in Chiayi, Taiwan. The study findings verify the mediating effect of the emotional intelligence of teachers on the relationship between the transitional leadership style of principals and the work performance of the teachers. The research participants were secondary school teachers from Chiayi. A total of 300 questionnaires were distributed using a convenience sampling method, among which 251 questionnaires were returned. After 19 invalid questionnaires were excluded, 232 valid questionnaires were retrieved, yielding a return rate of 77%. The obtained data were analyzed using SPSS. The results of the present study indicate the following: (a)transitional leadership affects work performance significantly and positively; (b) transitional leadership affects emotional intelligence significantly and positively; (c) emotional intelligence affects work performance significantly and positively; (d) personality traits affect work performance significantly and positively; (e) emotional intelligence mediates the relationship between transitional leadership and work performance.
