本研究旨在探討桃園市國民中學教師知覺校長學習領導、教師心理韌性與學校效能之現況及其關係，並建構三者之結構關係模型，以分析教師心理韌性於校長學習領導與學校效能之間的中介作用。本研究採量化研究取向，透過問卷調查法蒐集資料，研究對象為桃園市公立國民中學教師，採分層比例隨機抽樣方式進行抽樣，共發出597份問卷，回收有效問卷550份，有效回收率為92.13%。所得資料運用描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關分析、多元逐步迴歸分析及結構方程模式（SEM）進行統計分析。
研究主要結果如下：
一、教師知覺校長學習領導現況屬於中上程度，其中以「形塑學習願景」構面平均分數最高。
二、教師知覺心理韌性現況屬於中上程度，其中以「對改變的正向接納與安全的人際關係」構面平均分數最高。
三、教師知覺學校效能現況屬於中上程度，其中以「環境設施規劃」構面平均分數最高。
四、不同背景變項（包括性別、年齡、現任職務、服務年資、學校規模及校長相關背景）在三變項之知覺上呈現部分顯著差異。
五、校長學習領導、教師心理韌性與學校效能三者之間均呈現顯著正相關。
六、校長學習領導與教師心理韌性對學校效能具有顯著正向預測力。
七、結構方程模式分析結果顯示，校長學習領導對教師心理韌性具有正向影響，教師心理韌性亦對學校效能具有正向影響，且校長學習領導除直接影響學校效能外，亦透過教師心理韌性產生部分中介效果，整體模型具良好適配度。
最後依據實證結果提出相關建議，作為教育行政機關、學校校長、教師及未來研究之參考。

This study aimed to investigate the current status and relationships among teachers’ perceptions of principals’ leadership for learning, teachers’ psychological resilience, and school effectiveness of public junior high schools in Taoyuan City. In addition, a structural model was constructed to examine the mediating role of teachers’ psychological resilience in the relationship between principals’ leadership for learning and school effectiveness. A quantitative research approach was adopted, and data were collected through a questionnaire survey. The participants were teachers from public junior high schools in Taoyuan City, selected using stratified proportional random sampling. A total of 597 questionnaires were distributed, and 550 valid responses were obtained, yielding a valid response rate of 92.13%. The collected data were analyzed using descriptive statistics, independent-samples t-tests, one-way analysis of variance (ANOVA), Pearson product–moment correlation, stepwise multiple regression, and structural equation modeling (SEM).
The major findings are summarized as follows:
1.Teachers’ perceptions of principals’ leadership for learning were at a moderately high level, with “shaping a learning vision” obtaining the highest mean score among the dimensions.
2.Teachers’ psychological resilience was at a moderately high level, with “positive acceptance of change and secure interpersonal relationships” scoring the highest.
3.Teachers’ perceptions of school effectiveness were at a moderately high level, with “environmental facilities planning” having the highest mean score.
4.Significant differences were found in the three variables across certain background variables, including gender, age, current position, years of service, school size, and principals’ background characteristics.
5.Principals’ leadership for learning, teachers’ psychological resilience, and school effectiveness were all significantly and positively correlated.
6.Both principals’ leadership for learning and teachers’ psychological resilience significantly and positively predicted school effectiveness.
7.Structural equation modeling results indicated that principals’ leadership for learning had a positive effect on teachers’ psychological resilience, which in turn positively influenced school effectiveness. Moreover, principals’ leadership for learning exerted both direct and indirect effects on school effectiveness through teachers’ psychological resilience, indicating a partial mediating effect, and the overall model demonstrated a good fit.
Based on the empirical findings, this study proposes several suggestions for educational administrative agencies, school principals, teachers, and future research.

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