國民小學特殊教育教師在「校長教學領導「與「特殊教育教師工作滿意」二變項之看法為本研究之目的，本研究以臺中縣市、南投縣及彰化縣等四縣市特殊教育教師一百名，進行問卷調查，資料經T考驗、F考馬及積差相關等統計分析，結果發現： 一、不同「性別」及「教育背景」之特殊教育教師在「校長教學領導」全量表及各分量表之得分均達顯著差異。 二、不同「職務」特殊教育教師在「校長教學領導」賤量表及各分量表之得分未達顯著差異。 三、不同「教育背景」及「服務年資」特殊教育教師在「教師工作滿意」全量表及各分量表之得分均達顯著差異。 四、不同「職務」特殊教育教師在「教師工作滿意」全量表及各分量表之得分未達顯著差異。 五、校長教學領導之全量表及分量表與特殊教育教師工作滿意之全量表及「學校行政」、「進修狀況」二分量表之相關達到顯者水準。 六、校長教學領導之分量表除「提昇學生學習成效」、「確保教學品質」二分量表分別與特殊教育教師工作滿意分量表「工作環境」、「同事關係」之相關達到顯著水準外，其他變項則無相關。

　　　　　The purpose of this study is to investigate the opinions of special education teachers in elementary schools toward principals' instructional leadership and teachers' job satisfaction. One hundred special education teachers from four countries/cities in central Taiwan have been asked to complete the survey. Information and data were analyzed through such statistical methods as T-test, F-test, and product-moment correlation. The study concludes with the following findings: 1.Singificnat differences existed on the part of principals' instructional leadership, given the consideration of special education teachers' different gender and educational background. 2.No Significant differences existed on the part of principals' instructional leadership, given the consideration of special education teachers' different position. 3.significant differences existed on the part of teachers' job satisfaction, give the consideration of special education teachers, different educational background and seniority. 4.No Significant differences existed on the part of teachers' job satisfaction, given the consideration of special educational education teachers' different position. 5.Significant correlations were found between principals' instructional leadership and Special Education Teachers' Job Satisfaction. 6.significnat correlations were found among the promotion of students' learning effects, the assurance of instruction quality, working environment, and colleague relationship inventories.