本研究的主要目的在探討國小校長領導方式，教師人格特質與教師工作滿足的關係。
本研究的受試者為來自各個不同學校的現任國小教師共二三八位，其中男教師一二三人，女教師一一五人。這些受試者都是在板橋教師研習會或台北女師專新課程標準研習會受訓時，由筆者親自到場同時施以三種問卷調查。然後根據他們在「領導行為描述問卷」上的得分，將校長的領導方式分為高結構高體諒，高結構低體諒，低結稱高體諒，低結構低體諒四種類型；根據「個人取向量表」上的得分，將教師的人格特質區分為內在導向，及他人導向兩種類型；又根據「明尼蘇達滿意問卷」上的三種得分，教師的工作滿足可以分為一般滿足，外在滿足，及內在滿足三種。
資料處理採用4×2多因子獨立樣本設計，自變項為校長的領導方式，教師的人格特質，應變項為教師的工作滿足；根據三種工作滿足得分，分別進行三次N不等變異數分析。
研究結果發現：無論根據一般滿足，外在滿足，或內在滿足得分來分析，國小校長領導方式對教師工作滿足有顯著性的影響，但教師人格特質與其工作滿足則無顯著的關係，而校長領導方式與教師人格特質對教師工作滿足也無顯著性的交互影響。
就領導方式的影響而言，適度的結構領導會激發教師工作滿足，但高度體諒領導更容易提高教師工作滿足。這也許是因為在國民小學裹，一切工作計劃，職務標準都是由上級制定，校長所能表現的結構領導有限，所以校長的體諒領導對教師工作滿足的影響，也就容易顯示出來。
因此建議校長最好採取高結構高體諒領導方式；如果無法採取上述理想領導方式，則宜多採取高體諒領導行為，倘能再配合適度的結構領導行為，那就更理想，更能有效提高教師工作滿足了。

中文部份：
王玉種：台北市戶政事務所行政人員工作滿足之研究。國立政治大學政治研究所碩士論文，民六六年七月。
李序僧：管理心理學新論。台北，永新書局，民六六年八月。
林榮模：工業心理學。台北，樂群出版公司，民六六年十月。
林清山：心理與教育統計學。台北，東華書局，民六五年七月修訂版。
吳靜吉、林家興：個人取向量表簡介。張老師月刊—輔導研究，第一卷第七期（付印中），民六七年七月。
吳靜吉、林家興：個人取向量表。青少年輔導中心—「張老師」（付印中），民六七年。許士軍：工作滿足、個人特徵與組織氣候—文獻檢討及實證研究。國立政治大學學報，第三十五期，民六六年五月。
許士祥譯、陳振銑校訂：企業、管理：理論、程序、實務(R.M. Hodgetts原著)。台北，中華企業管理發展中心，民六六年五月。
黃昆輝：教育行政領導型式的分析。今日教育，第三十三期，民六十七年。
陳文俊：我國行政人員工作滿足與機關認同之調查研究。國立政治大學政治研究所碩士論文，民六三年六月。
張麗娟：動機與滿足理論之研究—對我國行政機關人員的調查分析。國立政治大學公共行政研究所碩士論文，民六六年七月。
蔡源煌：寂寞的群眾(Riesman, Denney & Glazer原著)。台北，華新出版公司，民六四年再版。
鄭伯壎：領導行為研究：領導方式、情境因素及人格屬性對工人工作滿足感的影響。國立台灣大學心理研究所碩士論文，民六六年六月。
鄭進丁：台北市國小校長角色之調查分析。國立政治大學教育研究所碩士論文，民六五年六月。

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