本研究旨在探討臺北市國民中學校長變革領導、學校中層領導與學校創新經營之現況、差異與相關情形，並檢驗學校中層領導於校長變革領導與學校創新經營之間的中介效果。
本研究採問卷調查法，以臺北市58所市立國民中學之中層領導者（教師兼主任、教師兼組長及領域召集人）為母群，依學校規模進行分層抽樣，正式問卷資料來自29所學校，計有效樣本298份。研究工具採用林怡君（2011）與黃以喬（2013）之既有量表，並依李熙媛（2024）之指標自行編制學校中層領導量表。資料以IBM SPSS Statistics 29.0進行描述性統計、獨立樣本t檢定、單因子變異數分析與積差相關分析，並以PROCESS Macro檢驗中介效果。
本研究主要結論如下：
一、現況方面，中層領導者對三變項之整體知覺均達中高程度，整體平均數依序為校長變革領導4.14、學校中層領導3.96、學校創新經營4.01。
二、差異方面，現任職務與學校規模於三變項整體均達顯著差異，教師兼主任組之知覺普遍較高，中型與大型學校之知覺程度高於小型學校；職務年資呈現部分差異，生理性別與教育程度之差異相對有限。
三、相關方面，三變項間皆達顯著正相關，其中校長變革領導與學校創新經營之關聯最高（r = .800），達高度相關。
四、中介效果方面，學校中層領導於校長變革領導與學校創新經營之間具有顯著之部分中介效果，間接效果占總效果之12.59%，相較於直接效果所占比例較低，顯示學校中層領導所發揮之中介作用屬補充性而非主導性。
依據上述結論，本研究分別對教育行政主管機關、學校校長、學校中層領導者及未來研究提出建議，期能作為校務經營與後續研究之參考。

This study examined the current status, differences, and correlations among principal change leadership, school middle leadership, and school innovative management in Taipei municipal junior high schools, and tested the mediating effect of school middle leadership between principal change leadership and school innovative management.
A questionnaire survey was conducted with middle leaders in 58 Taipei municipal junior high schools—teachers concurrently serving as administrative directors, section chiefs, and subject-area conveners—as the target population. Stratified sampling was conducted based on school size, and the main survey data were collected from 29 schools, yielding 298 valid responses. The research instruments included existing scales developed by Lin (2011) and Huang (2013), together with the School Middle Leadership Scale constructed by the researcher based on the indicators established by Li (2024). Data were analyzed using IBM SPSS Statistics 29.0 for descriptive statistics, independent-samples t tests, one-way analysis of variance, and Pearson product-moment correlation. The mediating effect was examined using the PROCESS Macro.
The main findings are as follows:
1. Regarding current status, middle leaders perceived all three variables at a moderate-to-high level, with overall means of 4.14 for principal change leadership, 3.96 for school middle leadership, and 4.01 for school innovative management.
2. Regarding differences, current position and school size showed significant overall differences across all three variables. Teachers concurrently serving as administrative directors generally reported higher perceptions, and middle leaders in medium-sized and large schools reported higher perceptions than those in small schools. Years in the current position showed partial differences, whereas differences by biological sex and educational attainment were comparatively limited.
3. Regarding correlations, the three variables were all significantly and positively correlated. The strongest correlation was found between principal change leadership and school innovative management (r = .800), indicating a high positive correlation.
4. Regarding the mediating effect, school middle leadership showed a significant partial mediation effect between principal change leadership and school innovative management. The indirect effect accounted for 12.59% of the total effect. Compared with the direct effect, the indirect effect accounted for a smaller proportion, indicating that the mediating role played by school middle leadership was supplementary rather than dominant.
Based on the findings, this study offers recommendations for educational administrative authorities, school principals, school middle leaders, and future research, with the aim of contributing to school administration and subsequent research.

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