本研究旨在了解臺北市及新北市國民小學校長空間領導、教師組織學習與教學效能之現況；分析不同背景變項之教師在知覺校長空間領導、教師組織學習與教學效能之差異情形；探討校長空間領導、組織學習與教學效能之間的關係與影響力。本研究採問卷調查法，樣本來自117所學校的1,170位教師，並以結構方程模式處理信度、效度與中介模式之檢驗。 本研究獲致兩點結論：一、國民小學校長空間領導、組織學習與教學效能三者間具有中、高度顯著正相關。二、組織學習在校長空間領導與教學效能間扮演完全中介，故國民小學校長空間領導可經由組織學習對教學效能產生正向影響。 最後，本研究依據研究結果提出建議，供教育行政機關、學校校長及未來研究之參考。 This study aims to investigate the relationship among the space leadership of principals, organizational learning of teachers, and the teaching effectiveness of elementary schools. This study analyzed different background variables from the teachers to see the difference in these 3 variables on them. Also it examined the relationship among and the influence. This study was adopted the questionnaire survey. The samples from 117 schools and questionnaires are distributed to 1,170 teachers. The collected data was analyzed by the method of reliability analysis, validity analysis, and SEM. The conclusions of this study are listed below: 1.The relationship among principals’ space leadership, teachers’ organizational learning and the teaching effectiveness of elementary schools have a medium - high significant positive correlation. 2.Organizational learning is a complete mediation of the principals’ space leadership and teaching effectiveness. The findings show that the principals’ space leadership has a positive impact on teaching effectiveness through the organizational learning. At last, according to the results of the research, the study conducted some suggestions to provide reference materials to educational administrative organizations, school principals and other researchers in this field.