本研究旨在探討教師知覺的校長服務領導、正向情緒、工作壓力與學校生活適應之關聯。研究者以高屏地區349名國中教師及33校校長為研究對象，利用自編量表蒐集實證資料，進行現況、相關與路徑關係分析。結果顯示：一、「校長自覺」的服務領導勝過「教師知覺」的校長服務領導情形，但均達高評價；教師正向情緒中的愉悅勝過浮流；教師工作壓力以角色期望最低；教師學校生活適應以人際適應最佳。二、校長服務領導和正向情緒、學校生活適應皆有正相關，和工作壓力有負相關，其中以正向情緒和學校生活適應的相關最強。三、校長服務領導可正向預測正向情緒，而後正向情緒可直接或藉工作壓力中介而間接正向預測學校生活適應。據此，校長須強化服務領導力，裨益教師有高正向情緒、低工作壓力，以達優質學校生活適應。
This study aims to explore the relationships among principals’ service leadership, teachers’ positive emotions, work stress, and school life adjustment at junior high schools. The data was collected through questionnaires from 349 junior high school teachers and 33 principals in Kaohsiung and Pingtung, with an aim to explore the current situation, correlations, and directional relationships. The following findings were revealed: 1. The principals’ opinions regarding their own service leadership were better than teachers’ opinions regarding their principals’ service leadership, but both reached a high level. In teachers’ positive emotions, pleasure was higher than their flow experiences. In teachers’ work stress, role expectations led to the lowest stress. In teachers’ school life adjustment, interpersonal relationships were seen as the best. 2. Principal service leadership was positively related with positive emotions and school life adjustment, but negatively related with work stress. Additionally, the strongest correlation was between positive emotions and school life adjustment. 3. Principal service leadership positively affected positive emotions, and positive emotions positively affected school life adjustment directly or through work stress indirectly. Accordingly, principals have to enhance service leadership to promote teachers’ positive emotions and reduce their work stress, and thus help them achieve good school life adjustment.
