國家教育研究院

　　我國中小學校長專業發展支持系統呈現零散不連續性及各縣市各行其道的情形，亟需進行新一波校長生態暨專業發展調查，更新與掌握校長培育與專業發展之現況與趨勢，以作為我國未來建構系統化校長專業發展支持系統之基礎。據此，本研究目的為:(1)探討我國中小學校長整體之生態及專業發展現況。(2)分析我國不同背景中小學校長的生態及專業發展差異。(3)探究影響我國中小學校長生態及專業發展之相關因素。具體而言，本研究之重要發現為: (1)我國中小學校長女性比例及碩博士比例明顯大幅提升。(2)我國高中校長參與正式培訓管道之比例偏低。(3)我國中小學校長參與專業發展活動之普及率高於大多數先進各國。(4)我國中小學校長認為參與專業發展之障礙為「與工作時程衝突」、「與家庭生活衝突」及「缺乏誘因」，但不認為「費用昂貴」為障礙。(5)規劃中小學校長專業發展課程時應優先強化其策略思考能力，並以案例分析模式為主。(6)我國中小學校長在公共關係活動所花費時間高於先進各國。(7)我國中小學校長領導工作重點為「支持教師為學生學習成果負責任、支持教師間合作以發展新的教學實務、支持教師改善他們的教學技能」。(8)我國中小學校長認為影響學校效能的重要因素為「教師的教學投入、學校組織文化與氣候、校長領導與使命感」。(9)我國中小學校長認為校園生態層面中變化最大是「教師工作使命感、教師組織發展、學生學習」，但「教師不願意參與學校行政工作」是唯一的負向轉變。(10)我國中小學校長在工作滿意度雖高，但仍明顯低於先進各國。

　　Taiwan's primary and secondary school principals' professional development support system presents fragmentation and discontinuity and the situation of each county and city. It is urgent to conduct a new principals' ecological and professional development survey. The purposes of this study are: (1) to explore the overall ecological and professional development of primary and secondary school principals in Taiwan (2) to explore the difference in the ecological and professional development of primary and secondary school principals in the background. (3) to explore the factors affecting the ecological and professional development of primary and secondary school heads in Taiwan. In brief, the important findings of this study are as follows: (1) The proportion of women in primary and secondary schools in Taiwan and the proportion of master’s and PhD degree with the highest academic qualifications have increased significantly. (2) The proportion of senior high principals participating in the formal training pipeleneeds to be improved. (3) The proportion of primary and secondary school principals participating in short-term professional development activities in Taiwan is higher than OECD advanced countries. (4) The principals of primary and secondary schools in Taiwan believe that the difficulties in participating in professional development activities are family life conflicts, working time conflicts, and lack of incentives. (5) When planning the professional development curriculum for primary and secondary school principals, priority should be given to strengthening their strategic thinking skills, and the case analysis model is the main one. (6) The time spent by Chinese primary and secondary school principals in public relations activities is higher than that of advanced countries. (7) The focus of the leadership of primary and secondary school principals in China is “supporting teachers to be responsible for student learning outcomes, supporting cooperation among teachers to develop new teaching practices, and sporting teachers to improve their teaching skills”. (8) The important factors that Chinese primary and secondary school principals think affect school effectiveness are “teacher's teaching input, school organization culture and climate, principal's leadership and mission sense”. (9) The headmasters of primary and secondary schools in China believe that the biggest change in the campus ecological level is “teacher work mission, teacher organization development, student learning”, but “teachers are not willing to participate in school administration” is the only negative change. (10) Although the job satisfaction of primary and secondary school principals in China is high, it is still significantly lower than that of advanced countries