本研究探討嘉義市校長領導行為、工作價值觀及教師兼任行政工作意願之關係，藉由問卷調查法，採用非隨機便利抽樣方法的方式進行問卷調查，總共發放240份問卷，回收222份，扣除無效問卷17份後，有效樣本數為205份問卷，有效樣本回收率為84.4％。運用SPSS統計分析軟體，以描述性統計、信度及相關分析、迴歸分析等進行資料分析，獲得以下研究討論：(1)教師知覺整體校長領導對整體工作價值觀有顯著影響。(2)校長領導構面中之任務關懷取向對教師兼任行政工作意願具有顯著影響。(3)工作價值觀構面中之自我成長與實現、安定與免於焦慮對兼任行政工作意願有顯著影響。(4)學校「班級數」此背景變項，在教師知覺校長領導上有顯著差異。(5)「年齡」及「年資」此二項背景變項，在教師的工作價值觀上有顯著。(6)男性教師在兼任行政工作意願上有較高的顯著性。(7)年齡29歲以下教師對兼任行政工作意願上有較高的顯著性。(8)年資5年以下教師對兼任行政工作意願有較高的顯著性。(9)學校25～36班班級數之教師對兼任行政工作意願有顯著差異。(10)曾兼任行政職務之教師對兼任行政工作意願有顯著差異。 This research investigates the correlations of a study of relationship among leadership behavior of principals, work values, and willingness to perform administrative positions: The Case of Elementary School Teachers of Chaiyi City. The research is conducted using questionnaires with convenience sampling method. In total, 240 questionnaires were issued, 222 samples were received. After deducting 17 invalid samples, there are in total 205 valid samples,with an effective response rate of 84.4%. By using SPSS statistics tool, the results are analyzed by descriptive statistics, reliability analysis, and regressing analysis, below conclusions are drawn: (1) Teacher perception of the overall principal leadership of the overall work values have a significant impact. (2) The orientation of task care in principal's leadership has significant influence on teachers' willingness to work in administration. (3) Self-growth and realization, stability and freedom from anxiety in work values have significant influence on the willingness to work concurrently. (4) The background variable of school ＂class number＂ has significant difference in teacher's perception. (5) The two background changes of ＂age＂ and ＂seniority＂ have significant differences in teachers ' working values. (6) Male teachers have a high degree of significance in the willingness to work concurrently in administration. (7) Teachers under the age of 29 have a high degree of significance in the willingness to work concurrently in administration. (8) Teachers with more than 5 years of service will have a high degree of significance to concurrently administration. (9) Teachers with more than 5 years of service will have a high degree of significance to concurrently administration. (10) There are significant differences in the willingness to work concurrently in administrative duties.
