國家教育研究院

　　校長為學校教育的領航者，宜以教育專業領導學校課程改革，促進學 校變革。校長專業發展目標即在精進校長的專業知能倫理，透過在職專業 發展方式，使每位校長都能提升專業能力，面對校園變革及挑戰。

　　本研究透過焦點座談與文獻分析，探究建構我國高中校長專業發展課 程內涵，及形塑其實施型態。主要研究方法為問卷調查與IPA 分析，主要 發現如下:(1)本研究建構之高中校長專業發展內涵六大層面，三十三項細項 指標，重要性皆為中高程度。(2)高中校長認知自我專業發展之表現皆為中 高程度。(3)不同背景與經歷之高中校長認知專業發展內涵之重要性與自我 表現程度亦有所差異。(4)高中校長發展專業時較需優先改善的層面為「課 程教學領導與教師專業發展」及「學生學習與適性發展」。(5)在培訓課程 實施型態方面，以「戶外參訪(特色學校、企業等)」、「分組討論與實作」、 「師傅校長實習」、「混成課程(數位課程+實體課程)」、「專題演講」等 五種型態較受高中校長青睞。期能透過本研究，建構我國高中校長專業發 展培育模式，供未來規劃校長專業發展方案課程設計之依據，若能據以落 實，將使我國未來高級中等學校校長專業能力養成及資格取得，具有一致 性之標準。

　　Principals as educational leaders should constantly absorb new educational knowledge with the trend of the times, enhance self professional competence, and lead the school curriculum reform with the educational profession to promote school reform. The goal of principal professional development is to enhance principals’ professional knowledge and professional ethics. Through in-service professional development, every principal can keep pace with the times, enhance the necessary professional skills, and have the ability to face the challenge of school reform and the change of times.

　　The aims of this study are to analyze the senior high school principals’ professional development in Taiwan, and to construct the content and implementation types of the professional development curriculum for senior high school principals in Taiwan. The main research methods include focused interviews, questionnaire surveys and the importance-performance analysis (IPA). The study findings conclude: (1) The importance of the content of senior high school principals’ professional development, including 6 dimensions and 33 indicators, reaches middle-high level. (2) The performance of senior high school principals’ recognition of self professional development reaches middle-high level. (3) Senior high school principals with different backgrounds and experiences have difference in the importance and performance of the recognition of professional development. (4) To development senior high school principals’ profession, they need to improve the “curriculum teaching leadership and teachers professional development dimension” and the “students’ learning and adaptive development dimension” first. (5) In the implementation types of training courses, senior high school principals prefer “outdoor visits (characteristic schools, enterprises, etc.)”, “group discussion and practices”, “mentor principal internship”, “blended courses(combine digital courses with in class courses)” and “special lectures”.