校長領導雖被視為是改善學生學習成效的重要因素，但因國內絕大多數研究受限於資料的可取得性，均未能將採取標準化測驗之資料納入，用以探究校長領導與學生學習成就之關聯究係為何。為填補此研究缺漏，本研究應用PISA 2009之台灣資料，以多層次直接效果模式檢測校長領導是否會直接影響學生閱讀素養，並採取多層次中介效果模式檢測校長領導是否可藉由學校氣氛之中介作用，間接影響學生閱讀素養。研究結果顯示，「確認教師的專業發展活動與學校的教學目標一致」和「確保教師工作呼應學校的教育目標」兩者對學生閱讀素養具有正向的影響力；「觀察課堂的教學」則對於學生閱讀素養具有負向影響力。此外，「確認教師的專業發展活動與學校的教學目標一致」及「確保教師工作呼應學校的教育目標」兩者皆可透過「教師行為」此學校氣氛面向之中介作用，間接且正向影響學生閱讀素養。

Principal’s leadership is considered a vital factor in improving student achievement; however, the proposition has seldom been examined in Taiwan since most of the relative domestic researches do not include standardized test dataset due to its inaccessibility. This study utilized Taiwan’s data from Programme for International Student Assessment 2009 (PISA 2009) to explore the effects of principal’s leadership and school climate on student’s reading literacy. In order to elucidate the complex relationships among such variables as principal’s leadership, school climate and student literacy, this study adopted multilevel analysis to examine whether the direct-effects model and the mediated-effects model could be accepted in Taiwan. Five main findings emerged from this study. First, both “to make sure that the professional development activities of teachers are in accordance with the teaching goals of the school” and “to ensure that teachers work according to the school’s educational goals” could have positive impacts on student’s reading literacy. Second, “to observe instruction in classrooms” could have negative impacts on student’s reading literacy. Third, both “to make sure that the professional development activities of teachers are in accordance with the teaching goals of the school” and “to ensure that teachers work according to the school’s educational goals” could have positive effects on student’s reading literacy, which could be mediated by "teacher behavior."