本研究的主要目的在了解國小校長校務關注的內涵，探討國小校長校務關注與個人相關因素的關係，分析國小校長對校務關注內涵在程度上的差異情形，根據研究結果，提出建議供教育單位參考。 本研究以Fuller的關注理論為基礎，參考校長職責、角色及學校效能、校務評鑑等重要文獻，自編「國民小學校長校務關注問卷」為工具，以臺北市公立國民小學現任校長為調查對象，樣本人數130人，有效問卷109份。調查所得資料，以單因子多變量變異數分析、單因子重複量數變異數分析及事後比較等統計方法加以考驗。結論如下： 一、國民小學校長校務關注的內涵是教育政策落實、學校行政經營、教師教學品質、學生學習表現、學校公共關係和學校環境設備。 二、國民小學校長校務關注的現況，目前最關注的內涵是學校行政經營、學校環境設備和學生學習表現；以單項具體問題而言，「安全問題的預防及管理」、「學生是否養成良好的生活習慣」、「學校能否營造溫馨學習情境」、「學校組織氣氛是否和諧融洽」、「教師是否具備良好班級經營能力」、「各處室的服務品質是否有良好的績效」、「營繕工程的發包及施工品質是否能有效掌控」、「本校在社區中是否有良好的形象與評價」、「教師職務分配是否適才適所」、「教師是否能與學生建立良好師生關係」受到全體國小校長高度的關注。 三、國小校長校務關注不受個人背景及情境因素影響而有高低不同的差異。 四、除了年齡在56-65歲、搶任校長總年資在17年以上，擔任該校校長年資在7年以上、學校規模在24班以下和79班以上、不同行政區域之國小校長對校務關注內涵在程度上並無差異外，其他方面如性別、年齡、擔任校長總年資、擔任該校長年資、教育背景、接任校長方式、學校規模等其他不同背景變項之國小校長對於校務關注在程度上都有差異存在。

The main purpose of this study is to understand the content of elementary school principals' concerns in administration and its relationship to the related factors. It is, hereby, provided the following suggestions for educational agencies as reference. The study is based on Fuller's theory, taken into consideration such as principal's duties, role, school effectiveness, administration assessment etc. A self-edited questionnaire on the administration concerns of elementary school principals is used as a tool. 130 principals from the Taipei Municipal Elementary Schools, were chosen us the subjects of the survey 109 and effective questionnaires were obtained. The data of the survey was analyzed by one-way MANOVA, Scheffe's method, and posteriori comparisons. The conclusions of the study are as follows: 1) The contents of elementary school principal's administration concerns are the implementation of educational policy, the administration management, the teaching quality, learning performance, school public relationships and school environmental equipments. 2) The three current main concerns of elementary school principal's administration concerns are school administration management, school environmental equipment, and learning performance. The following concrete issues are highly concerned by all the surveyed elementary school principals: prevention on safety and management, formation of student's good habits, ability to create a warmlearning environment, ability to create harmonious environment in personnel, teacher's ability in classroom management, the effectiveness and service quality of each offices, the effectiveness of construction management, school image in the community, the effectiveness of job allocation, the relationship between teacher and students. 3) The administration concerns of elementary school's principal are not restricted by personal background. 4) Various degrees of administration concerns are effective by the following factors: gender, age, seniority as a principal, seniority as a principal in current school, educational background, ways of assignment, size of school. However, there are some exceptions such as principals aged between 56-65, seniority as a principal over 17 years, seniority as a principal in current school over 7 years, school size under 24 classes and over 79 classes. There is also no difference between principals from different districts.