本研究旨在探討新北市國民小學校長正向領導、教師復原力與學校創新經營效能之現況、差異情形、相關程度、結構關係及中介效果，並分析教師復原力在校長正向領導與學校創新經營效能之間所扮演的角色。
本研究採問卷調查法，以新北市國民小學教師為研究對象，有效樣本共438份，並以描述性統計、獨立樣本 t 檢定、單因子變異數分析、事後比較、Pearson 積差相關分析、結構方程模式與中介效果檢定進行資料分析。本研究主要發現如下：
一、 教師知覺校長正向領導為高程度，以「正向溝通」之表現最高，「正向關係」之表現最低。
二、 教師復原力為高程度，以「開放我－接納與彈性」之表現最高，「未來我－目標與願景」之表現最低。
三、 學校創新經營效能為高程度，以「學生活動創新效能」之表現最高，「行政管理創新效能」之表現最低。
四、 不同背景變項之教師在校長正向領導、教師復原力與學校創新經營效能上呈現部分顯著差異。
五、 校長正向領導、教師復原力與學校創新經營效能三者之間具有顯著正相關。
六、 結構方程模式結果顯示，校長正向領導對教師復原力具有顯著正向路徑效果。
七、 結構方程模式結果顯示，校長正向領導與教師復原力對學校創新經營效能均具有顯著正向路徑效果。
八、 教師復原力在校長正向領導與學校創新經營效能之間具有部分中介效果。
依據研究結果，本研究建議教育行政主管機關、學校與校長應重視正向領導實踐、教師心理支持與學校創新經營制度之整合，透過正向溝通、專業合作與支持性組織文化，增進教師復原力，進而提升學校創新經營效能。

This study investigated the current status, differences, correlations, structural relationships, and mediating effects among principals’ positive leadership, teacher resilience, and school innovative management effectiveness in elementary schools in New Taipei City. It also examined the role of teacher resilience in the relationship between principals’ positive leadership and school innovative management effectiveness.
A questionnaire survey was adopted, with elementary school teachers in New Taipei City as the research participants. A total of 438 valid responses were collected. The data were analyzed using descriptive statistics, independent-samples t-test, one-way analysis of variance, post hoc comparisons, Pearson product-moment correlation analysis, structural equation modeling, and mediation effect testing. The main findings were as follows:
1. Teachers’ perceptions of principals’ positive leadership were at a high level. Among its dimensions, “positive communication” showed the highest performance, whereas “positive relationships” showed the lowest.
2. Teacher resilience was at a high level. Among its dimensions, “Open Self—Acceptance and Flexibility” showed the highest performance, whereas “Future Self—Goals and Vision” showed the lowest.
3. School innovative management effectiveness was at a high level. Among its dimensions, “student activity innovation effectiveness” showed the highest performance, whereas “administrative management innovation effectiveness” showed the lowest.
4. Teachers with different background variables showed partially significant differences in principals’ positive leadership, teacher resilience, and school innovative management effectiveness.
5. Principals’ positive leadership, teacher resilience, and school innovative management effectiveness were significantly and positively correlated with one another.
6. The structural equation modeling results showed that principals’ positive leadership had a significant positive path effect on teacher resilience.
7. The structural equation modeling results showed that both principals’ positive leadership and teacher resilience had significant positive path effects on school innovative management effectiveness.
8. Teacher resilience had a partial mediating effect between principals’ positive leadership and school innovative management effectiveness.
Based on the findings, this study suggests that educational administrative authorities, schools, and principals should emphasize the integration of positive leadership practices, psychological support for teachers, and institutional mechanisms for school innovative management. Through positive communication, professional collaboration, and a supportive organizational culture, schools can enhance teacher resilience and further improve school innovative management effectiveness.

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