近年教育改革強調素養導向教育，而教師是否能有效轉化其教學實為教育改革之關鍵。本研究旨在探討在日趨多元化的教育組織中，校長跨文化能力是否有助於課程領導與教師素養導向教學效能。研究採用問卷調查法，以我國公立普通高中教師作為研究對象，運用分層隨機抽樣方式，選取63所學校，共1,058位教師參與調查。以自編的「校長跨文化能力、課程領導與教師素養導向教學效能關係問卷」為研究工具，並將所得資料以描述性統計、差異分析、積差相關、迴歸分析等統計方法分析。研究發現，不同背景學校教師在校長跨文化能力、課程領導與教師素養導向教學效能之知覺有顯著差異。此外，校長課程領導在校長跨文化能力與教師素養導向教學效能之間扮演部分中介角色。換言之，校長跨文化能力所培養的多元視野與敏感度，更有助於提升課程領導的創新性與適切性，因而更能符合學生多元學習需求與教師教學實務需求。

In recent years, education reform has emphasized competency-based education, with the effectiveness of teachers’ instructional transformation being a key factor in the success of such reforms. This study aims to explore whether principals’ intercultural competence contributes to curriculum leadership and enhances the literacy-oriented teaching efficacy among teachers within increasingly diverse educational organizations. The research is conducted through questionnaire survey method, targeting teachers from public senior high schools in Taiwan. Through stratified sampling, 63 schools were selected, with a total of 1,058 teachers participating in it. As for the research instrument, this study uses self-developed tool titled “Questionnaire the Relationship among Principals’ Intercultural Competence, Curriculum Leadership, and Teachers’ Literacy-Oriented Teaching Efficacy.” Last, the data are analyzed using statistical methods including Descriptive Statistics, Variance Analysis, Pearson Correlation, and Regression Analysis. The results of the study revealed significant differences in teachers’ perceptions of principals’ intercultural competence, curriculum leadership, and teachers’ literacy-oriented teaching efficacy across schools with different backgrounds. Furthermore, principals’ curriculum leadership plays a partial mediating role between principals’ intercultural competence and teachers’ literacy-oriented teaching efficacy. In other words, the multicultural perspectives and sensitivity developed through principals’ intercultural competence enhance the innovativeness and appropriateness of curriculum leadership, thereby better addressing students’ diverse learning needs and supporting teachers’ instructional practices.