The Study of Relationships among Secondary Teachers’ Leadership Style and Students’ Learning Attitude, Academic Achievement and Life Adjustment Abstract This study aims at exploring the applicability of “Situational Leadership Theory” (Hersey & Blanchard, 1993) for class leadership of secondary teachers and investigating the correlation between secondary teachers’ situational leadership style and students’ learning readiness. Subjects were from public junior high schools in Taoyuan County. Valid sample included 16 secondary teachers and 553 secondary students. The percentage of recycling questionnaires is 98.8%. The methodology of this research was mainly a questionnaire survey. Four questionnaires were used: “Leader Effectiveness and Adaptability Description” (LEAD), “Students’ Learning Readiness Scale”, “Students’ Learning Attitude Scale” and “Students’ Life Adjustment Scale”. The conclusions are as the following: 1. There was low consistency between LEAD-self and LEAD-other. 2. Secondary teachers’ perceptions of main situational leadership style were “Delegating Style” and students’ perceptions of main situational leadership style were “Telling Style”. 3. The perceptions of secondary teachers and students toward learning readiness were low consistent. 4. Secondary teachers’ perceptions of main learning readiness were high readiness and students’ perceptions of main learning readiness were low readiness. 5. There was a significant correlation between secondary students’ sex and their learning attitude, academic achievement and life adjustment. 6. Secondary students’ school area was correlative with their life adjustment, but not correlative with their learning attitude and academic achievement. 7. Secondary teachers’ perceptions of different situational leadership style had no significant impact on students’ learning attitude, academic achievement and life adjustment. Secondary students’ perceptions of different situational leadership style also had no significant impact on learning attitude and life adjustment, but secondary students’ perceptions of different situational leadership style had a significant impact on academic achievement. 8. There was a significant correlation between secondary teachers’ perceptions of situational leadership style and learning readiness, but there was no significant correlation between secondary students’ perceptions of situational leadership style and learning readiness. 9. The relationship between situational leadership style and learning readiness had no significant impact on secondary students’ learning attitude, academic achievement and life adjustment. The findings did not support “Situational Leadership Theory”.