本研究旨在探討國中小教師對校長溝通行為、工作滿意度及組織承諾所知覺 的關係，進而提出建議，供教育行政機關及校長辦學之參考。採問卷調查法，依 學校規模及類別分層隨機抽樣，抽取高雄市公立國中小教師共768位進行調查， 以t考驗、One-way ANOVA、Pearson積差相關及逐步多元迴歸，進行統計分析處 理。結論如下： 一、 校長溝通行為及教師工作滿意度的現況屬中上程度；教師組織承諾的現況則 屬優等程度。 二、 校長溝通行為、教師工作滿意度及教師組織承諾隨教師背景、校長背景與學 校環境背景之不同而有顯著差異。 三、 男性、資深、教師兼主任、已婚及校長到任5年以下之學校教師對校長溝通 行為的知覺較佳。 四、 男性、資深、教師兼主任、已婚及校長到任5年以上之學校教師，其工作滿 意度及組織承諾較高。然而，小型學校之教師工作滿意度較高，大型學校之 教師組織承諾較高。 五、 校長溝通行為與教師工作滿意度、教師組織承諾有顯著正相關。 六、 校長溝通行為對教師工作滿意度及教師組織承諾有預測作用。

This study aims to discuss the relationship of elementary and junior high school teachers’ perception on principals’ communication behavior, teachers’ job satisfaction and their organizational commitment. The results are provided as suggestions for improvement as well as references for educational authorities and principals with respect to school administration. This study used questionnaire survey as research method, and the subjects were public elementary and junior high school teachers in Kaohsiung. Based on the scales and categories of the schools, 768 teachers were selected through stratified random sampling method. The data were analyzed with t-test, One-way ANOVA, Pearson product-moment correlation, and stepwise multiple regression analysis. The conclusions are provided as follows: 1 The current status of teachers’ perception on principals’ communication behavior and teachers’ job satisfaction are at an upper medium level; the current status of teachers’ organizational commitment is at an excellent level. 2 Principals’ communication behavior, teachers’ job satisfaction and organizational commitment showed significant differences based on teachers’ background, principals’ background, and school environment.3 Teachers who are male, graduated from graduate institute, married, with longer seniority, serving as teacher and director concurrently, serving in a small-scale school, and the principal has less than four years of service on duty, shows better perception on principals’ communication behavior. 4 Teachers who are male, married, with longer seniority, serving as teacher and director concurrently, and the principal has over five years of service on duty, shows better job satisfaction and organizational commitment. However, teachers serving in a small-scale school show better job satisfaction, but teachers serving in a largescale school show better organizational commitment. 5 There are significant positive correlations among principals’ communication behavior, teachers’ job satisfaction and organizational commitment. 6 Principals’ communication behavior has a predictive effect on teachers’ job satisfaction and organizational commitment. For job satisfaction, “Development promotion” is the key variable of prediction.