本研究旨在探討新北市國民小學校長分布式領導、教師復原力與學校進步力之現況、差異情形、相關程度與結構關係，並分析教師復原力在校長分布式領導與學校進步力之間的中介效果。
本研究採問卷調查法，以新北市公立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、差異分析、相關分析、迴歸分析、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、 教師知覺校長分布式領導為良好程度，以「教師領導與共同責任」之表現最高，「變革創新與持續改進」之表現最低。
二、 教師復原力為良好程度，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、 學校進步力為良好程度，以「教師動機因素與激勵」之表現最高，「學校進步條件與營造」之表現最低。
四、 不同背景變項之教師在校長分布式領導、教師復原力與學校進步力上呈現部分顯著差異。
五、 校長分布式領導、教師復原力與學校進步力三者之間均具有顯著正相關。
六、 校長分布式領導對教師復原力具有顯著正向影響。
七、 校長分布式領導對學校進步力、教師復原力對學校進步力皆具有顯著正向影響。
八、 整體結構模型之CFI、TLI、RMSEA與SRMR等主要適配指標達判斷標準，三項主要變項之間具有顯著正向結構關係。
九、 教師復原力在校長分布式領導與學校進步力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、學校與校長重視分布式領導實踐、教師心理支持與學校改進制度之整合，透過願景溝通、授權參與、信任合作與專業支持，連結教師復原力與學校持續改進能力。

This study investigated the current status, background differences, correlations, structural relationships, and mediating effects among principals’ distributed leadership, teacher resilience, and school improvement capacity in public elementary schools in New Taipei City. It also examined the role of teacher resilience in the relationship between principals’ distributed leadership and school improvement capacity.
A questionnaire survey was adopted, with public 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, difference analysis, correlation analysis, regression analysis, structural equation modeling, and mediation effect testing. The main findings were as follows:
1.Teachers’ perceptions of principals’ distributed leadership were at a positive level. Among its dimensions, “teacher leadership and shared responsibility” showed the highest performance, whereas “innovation and continuous improvement” showed the lowest.
2.Teacher resilience was at a positive level. Among its dimensions, “Open Self—Acceptance and Flexibility” showed the highest performance, whereas “Future Self—Goals and Vision” showed the lowest.
3.School improvement capacity was at a positive level. Among its dimensions, “teacher motivation and encouragement” showed the highest performance, whereas “school improvement conditions and cultivation” showed the lowest.
4.Teachers with different background variables showed partial significant differences in principals’ distributed leadership, teacher resilience, and school improvement capacity.
5.Principals’ distributed leadership, teacher resilience, and school improvement capacity were significantly and positively correlated with one another.
6.Principals’ distributed leadership had a significant positive effect on teacher resilience.
7.Both principals’ distributed leadership and teacher resilience had significant positive effects on school improvement capacity.
8.The CFI, TLI, RMSEA, and SRMR of the overall structural model met the adopted criteria, and the main paths among principals’ distributed leadership, teacher resilience, and school improvement capacity were statistically significant.
9.Teacher resilience had a partial mediating effect between principals’ distributed leadership and school improvement capacity.
Based on the findings, this study suggests that educational administrative authorities, schools, and principals should emphasize the integration of distributed leadership practices, psychological support for teachers, and institutional mechanisms for school improvement. Through vision communication, empowerment and participation, trust-based collaboration, and professional support, schools can enhance teacher resilience and further strengthen their capacity for continuous improvement.

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