本研究聚焦於探析臺北市國民小學校長共創式領導、教育設施品質與學校競爭優勢關係之研究，探究不同個人與學校背景特徵之差異情形之臺北市國民小學教師對校長共創式領導、教育設施品質與學校競爭優勢看法差異，並探討臺北市國民小學教師對校長共創式領導、教育設施品質與學校競爭優勢關係之研究之變項之間關聯關係及預測效果。
本研究運用量化調查問卷蒐集相關研究資訊，採取之校長共創式領導、教育設施品質與學校競爭優勢量表呈現穩定之結果顯示，該研究工具於信度層面具測量一致性，具相當之效度基礎。調查問卷以臺北市國民小學教師為研究對象，共計抽樣51所臺北市公立國民小學，共計發放調查問卷800份，回收調查問卷699份。回收之問卷資料經整理與建檔後，採用描述性統計分析、獨立樣本 t 檢定、單因子變異數分析（one-way ANOVA）、Pearson積差相關分析及多元迴歸分析等等統計分析技術作資料探究，以掌握樣本之基本特徵及各研究變項之分布概況。
根據本研究之實證分析結果與整體研究發現，經綜整與歸納後，提出本研究之主要研究結論如下：
一、臺北市國民小學教師對校長共創式領導知覺程度屬高程度，構面中以「積極傾聽」表現最佳。
二、臺北市國民小學教師對教育設施品質知覺程度屬高程度，構面中以「舒適的教室環境」表現最佳。
三、臺北市國民小學教師對學校競爭優勢知覺程度屬高程度，構面中以「組織能力優勢」表現最佳。
四、男性臺北市國民小學教師對校長共創式領導知覺程度較高。
五、男性、學校規模24班（含）以下、學校歷史「40年（含）以下」之臺北市國民小學教師對教育設施品質知覺程度較高。
六、男性臺北市國民小學教師對學校競爭優勢知覺程度較高。
七、校長共創式領導、教育設施品質與學校競爭優勢整體彼此間具有高相關。
八、校長共創式領導與教育設施品質對學校競爭優勢具有預測力。

This study investigated the relations among principals’ co-creative leadership, the quality of educational facilities, and school competitive advantage of elementary schools in Taipei City and further examined differences among teacher groups defined by background characteristics. It also analyzed the correlations among these variables and analyzed the predictive effects of principals’ co-creative leadership and the quality of educational facilities on school competitive advantage.
This study employed a quantitative survey design and utilized measurement instruments with established reliability and validity to assess principals’ co-creative leadership, the quality of educational facilities and school competitive advantage. A structured questionnaire was administered to elementary school teachers in Taipei City. The sample comprised teachers from 51 schools; a total of 800 questionnaires were distributed, and 699 valid responses were retained for statistical analysis. The data were analyzed using descriptive statistics, independent-samples t tests, one-way analysis of variance (one-way ANOVA), Pearson product–moment correlations, and multiple regression analysis.
The conclusions of this study are as follows:
1. Teachers in Taipei City elementary schools reported a high overall level of perceived principal co-creative leadership, with “active listening” exhibiting the highest mean score among all dimensions.
2. Teachers in Taipei City elementary schools reported a high overall level of perceived the quality of educational facilities, with “a comfortable classroom environment” exhibiting the highest mean score among all dimensions.
3. Elementary school teachers in Taipei City exhibited a high overall level of perceived school competitive advantage, with “organizational capability advantage” emerging as the strongest dimension.
4. Male teachers in Taipei City elementary schools reported significantly higher levels of perceived principal co-creative leadership than their female counterparts.
5. Teachers who were male, employed in schools with 24 classes or fewer, and working in schools with a history of 40 years or less reported significantly higher levels of perceived the quality of educational facilities.
6. Male teachers in Taipei City elementary schools reported significantly higher levels of perceived school competitive advantage than female teachers.
7. Principals’ co-creative leadership, the quality of educational facilities and school competitive advantage were positively and significantly correlated.
8. Principals’ co-creative leadership and the quality of educational facilities emerged as significant predictors of school competitive advantage.

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