班級導師是班級的領導者，也是在學務工作中和學生接觸最頻繁、密切的師長。隨著學生來源的多元化和民主化的浪潮，教師帶領班級學生的作法，也須隨著適當調整，才能夠凝聚班上同學的向心力。本研究的目的即在於探討技專校院學生對導師的僕人式領導知覺、家庭互動的經驗感受和班級歸屬感間的關聯性。 本研究採問卷調查法，以四所科技大學 706位學生為調查對象，使用僕人式領導知覺量表、家庭互動經驗量表和班級歸屬感量表收集資料。本研究的主要發現有：（一）導師採取僕人式領導的作為有助於提升學生對班級的歸屬感；（二）學生的家庭互動經驗，對其班級歸屬感有影響力；（三）學生的家庭互動經驗在導師僕人式領導知覺和班級歸屬感之間的影響關係具有部份中介的效果。本研究的結果可作為導師進行班級經營和學生輔導工作時之參考依據。

The mentor is a class leader and also the closest teacher in students’ school life. With the diversity of students' sources and the wave of democratization, the mentor leadership needs appropriate adjustments in order to consolidate the sense of belonging to one class among classmates. The purpose of this study is to investigate the relationships among perceptions of the servant leadership of technological universities’ mentors, family interaction and the sense of class belongingness. The questionnaire survey method was used in this study and 800 students in four technological universities were surveyed, with 706 (88.25％) usable returns. Research instruments included: The Servant Organizational Leadership Assessment, family interaction scale and Classroom Community Scale. Major findings were: (1) mentor-servant leadership has influence on students’ sense of class belongingness (2) students’ family interaction experience is related positively with their sense of class belongingness (3) students’ family interaction is a partial mediating factor between mentor-servant leadership and students’ sense of class belongingness. The results of this study can be used as a reference for class management and student counseling in technological universities.