本研究主要目的在瞭解國民小學校長學習領導、學校組織文化與學校競爭優勢的現況與關係。依據研究目的，採用問卷調查法，以臺灣地區國民小學教師為調查對象，共抽取85所國民小學之1026位教師為樣本，蒐集的資料以描述性統計分析、t考驗、單因子變異數分析、積差相關分析、逐步多元迴歸分析及結構方程模式等進行分析。主要研究發現如下:
1.國民小學校長學習領導、學校組織文化與學校競爭優勢的現況良好。
2.不同性別、年齡、現任職務、學校區域、學校規模以及校齡之教師知覺校長學習領導現況有部分顯著差異。
3.不同年齡、教育程度、學校區域、學校規模以及校齡之教師知覺學校組織文化現況有部分顯著差異。
4.不同性別、年齡、現任職務、學校區域、學校規模以及校齡之教師知覺學校競爭優勢有部分顯著差異。
5.國民小學校長學習領導、學校組織文化與學校競爭優勢三者之間兩兩具有正相關。
6.國民小學校長學習領導、學校組織文化對學校競爭優勢具有預測力。
7.國民小學校長學習領導、學校組織文化與學校競爭優勢的結構方程模式之適配度良好，能解釋主要變項間的關係。
8.校長學習領導可透過學校組織文化正向影響學校競爭優勢，學校組織文化具有中介效果。
最後，根據研究結果提出相關建議，提供實務應用與未來研究之參考。

The main purposes of this research was to understand the current situations and the relationships among principals’ leadership for learning, school organizational culture and school competitive advantage in elementary schools. To achieve the purposes, this study adopted a questionnaire survey. The samples were 1026 teachers selected from 85 elementary schools in Taiwan. A series of statistical methods such as descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, stepwise multiple regression analysis and structural equation model were employed to analyze the collected data. The conclusions were as follows:
1.The current situations of principals’ leadership for learning, school organizational culture and school competitive advantage in elementary schools are good.
2.There are significant differences among teachers’ gender, age, position, school size, school location and school age in terms of principals’ leadership for learning.
3.There are significant differences among teachers’ age, academic degrees, position, school size and school location in terms of school organizational culture.
4.There are significant differences among teachers’ gender, age, position, school size, school location and school age in terms of school competitive advantage.
5.There is a significant positive correlation among principals’ leadership for learning, school organizational culture and school competitive advantage.
6.School competitive advantage can be predicted by principals’ leadership for learning and school organizational culture.
7.The feasibility of structural equation model among principals’ leadership for learning, school organizational culture and school competitive advantage is verified and it can explain the relationships among main variables.
8.Principals’ leadership for learning influence school competitive advantage positively through school organizational culture, indicating mediate effect.
Finally, based on the findings and conclusions given above, some suggestions are provided for practical applications and future research.