情緒智能係能夠控制自己與他人情緒，並進而能引導個人想法與行為的一種能力；轉型領導重視建立共同願景、激勵動機和個別關懷等領導行為；在學校背景脈絡下，校長情緒智能的高低對轉型領導的表現具有影響力，進一步可能影響學校組織效能和教師職業幸福。此外，教師的情緒勞務調適對上述關係可能具有中介影響。據此，本研究的目的有三：一、探究校長情緒智能對校長轉型領導表現的影響；二、釐清校長情緒智能、轉型領導對教師職業幸福感、組織效能之直接效果；三、了解校長情緒智能、校長轉型領導對教師職業幸福感與學校組織效能影響的中間連結機制—教師情緒勞務的中介影響。
本研究以問卷調查方式蒐集臺灣地區國民中學教師之意見資料，首先透過驗證性因素分析確定量表的統計適配資料，接著透過變異數成分分析驗證群間和群內的差異性，最後藉由階層線性模式和多項式層級迴歸分析對研究模型的因果關係進行假設檢定。
本研究經過分析所得之結論共有五點：一、校長情緒智能與學校組織效能之間具有正向關聯；二、校長轉型領導表現與情緒智能愈佳，有助於促進教師職業幸福感；三、校長情緒智能與校長轉型領導表現之間具有正向關聯；四、教師情緒勞務於校長情緒智能與校長轉型領導對於教師職業幸福感之影響間，具有中介效果；五、教師情緒勞務於校長情緒智能與校長轉型領導對學校組織效能之影響間，具有中介效果。
本研究之貢獻在於進一步釐清校長情緒智能、轉型領導對教師職業幸福感與學校組織效能影響及教師情緒勞務之中介效果；改進先前研究對於理論上及研究設計上的建議，並且運用跨層次潛在變項分析技術綜觀不同層次變項間的關係。

Principals’ emotional intelligence could influence their transformational leadership, and affect school organizational effectiveness and teachers’ occupational well-being. Teachers’ emotional labor could mediate the relationship among emotional intelligence, transformational leadership, school organizational effectiveness and occupational well-being. Thus, this study’s purposes are: 1. Explore the effect of principals’ emotional intelligence on principals’ transformational leadership. 2. Clarify the direct effect of principals’ emotional intelligence and transformational leadership on teachers’ occupational wellbeing and organizational effectiveness. 3. Further understand the mediating effect of teachers’ emotional regulation on principals’ emotional intelligence and transformational leadership, teachers’ occupational well-being and school organizational effectiveness. This study is conducted through questionnaire to collect opinions of junior high school teachers, adopt CFA to confirm the statistic data, using analysis of variance to test the differences between groups and within groups. Through HLM analysis and polynomial-level regression analysis, researchers test the relationships in the model. This study has five conclusions: 1. There is positive relationship between principles’ emotional intelligence and school organizational effectiveness. 2. The better principles’ transformational leadership and emotional intelligence; the better teachers’ occupational well-being will be. 3. There is positive relationship between principles’ emotional intelligence and transformational leadership. 4. Teachers’ emotional regulation will cause mediating effect on the relationship of principles’ emotional intelligence and transformational leadership to teachers’ occupational well-being. 5. Teachers’ emotional regulation will cause mediating effect on the relationship of principles’ emotional intelligence and transformational leadership to school organizational effectiveness.