從課啟校長培育課程的建構，探究校長專業發展的意涵

The Study of Connotation of Principal Professional Development Based on the Curriculum Building Process of Coaching Principal

校長是學校發展的主要領導者，也是學校實踐《十二年國民基本教育課程綱要》的靈魂人物之一。本研究係探究課啟校長1培育課程設計的建構歷程中，校長專業發展的意涵。本研究採文件分析法與問卷調查，研究資料係從2018年至2020年8月間取得，內容包括課啟研習的簡報、備課會議的會議紀錄與逐字稿、課程實施前後參與校長們的問卷調查等。研究發現，在課啟機制建置的首要任務，即培育課啟校長的歷程中，展現校長專業發展的二項意涵：一、異質性成員的專業學習社群運作，是促進校長專業發展的必要模式；二、譬喻校長領導的角色是持續轉化的學習者。

Principal is the major leader of the school development and the twelve-year national curriculum. The purpose of this paper was to analyze the contents of principal professional development from the building process of curriculum design of training coach. The document analysis and questionnaire was adopted by the research. The research data were included the ppts of coach training, the records and transcripts of the lesson preparation meeting, and the questionnaire after the implementation of the course. The research finding provide important prospect of principal professional development as follow: 1. The operation of the professional learning community of heterogeneous members is a require model to promote the principal professional development. 2. The metaphor of the principal’s leadership as a sustaining and transforming learner.