本研究的主要目的在調查國民小學及高級中學學生及教師對領導特質及學校實施 領導才能教育相關問題的看法。研究者以自編「領導才能調查問卷」學生用及教師用兩式， 進行調查研究。研究對象以分層隨機取樣方式，選取資優學生 214 名、普通學生 215 名、 資優班教師 136 名、普通班教師 146 名（回收率約 79% ）。茲就研究結論摘要如下： 師生對領導特質的看法略有不同。二者除重視某些個人特質外，學生較注重人際關係，而教 師則較重視領導技能。 1. 師生皆肯定領導才能的重要性，並認為學校甚有必要提供領導才能教育。 2. 資優學生比普通學生在學校中較有機會擔任領導者且亦喜歡擔任領導者。 3. 師生對領導才能的課程內容的看法相當一致。 課程重點需包含：溝通技巧、人際關係與 社會技巧、問題解決與思考技巧、參與及領導團體活動、瞭解自己與別人、調適情緒及想法 。 4. 師生對於影響領導才能發展的因素看法亦相當一致， 主要的影響因素為：缺乏自信與獨 立性、家長過於重視學業成績、缺乏培養領導才能的機會與經驗等。 5. 教師認為學校實施領導教育的主要配合條件為：課程規畫、師資訓練及觀念溝通。 至於 實施的方式，教師較贊同融入其他課程或配合學校活動實施。

　　　　　The purpose of this study was to survey the students and teachers opinions on leadership traits and leadership education. Four hundred and twenty-nine students and two hundred and eighty-two teachers from primary, junior and senior high schools were investigated by a "Leadership Education Inventory". The major findings were as follows: 1. There were some differences between teachers opinions and students on leadership traits. Students put emphasis on people relationship and teachers stressed the importance of leadership skill. 2. Both teachers and students agreed that leadership education was very important for students and it was necessary to provide leadership training and education in schools. 3. Gifted students got more chance and more positive feeling then regular students to be leaders. 4. Both teachers and students had the same viewpoint that leadership education curriculum should cover: communication skills, social skills, problem-solving and thinking skills, involving and leading in group activities, understanding self and others, emotion adjustment, and so on. 5. The main conditions for school to implement leadership training and education were curriculum planning and teacher training.