林明地Ming-Dih Lin2014-10-272014-10-272010-03-??http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/13075本研究分析國中校長提升課程品質及師生教與學成效的作為及校長個人在此任務所扮演的角色，並以「直接影響」與「間接影響」三個方向剖析其運用情況。以22位某縣立國民中學校長為研究參與者，採內容分析法分析這些校長針對上述議題所提供的書面資料，主要研究發現為:首先，國中校長提升課程品質及師生教與學成效的直接影響作為主要包括政策措施、高度期望、以身作則，以及直接指導;其次，國中校長提升課程品質及師生教與學成效的間接影響作為主要從組織桔構、人力資源、微觀政治學，以及文化象徵意義著手;第三，就整體與個別而言，國中校長提升課程品質及師生教與學成效的作為主要採用間接影響模式來達成任務;第四，部分園中校長未採用直接影響作為提升課程品質及師生教與學成效。最後，本文建議教育行政機關應重視校長發揮直接與間接影響力之領導發展。This paper analyzed the data of how principals improve the quality of curriculum and teaching and learning. Furthennore, based on their responses, it utilized the categories of direct impact and indirect impact to analyze the behaviors and roles of 22 secondary school principals' reactions. The major findings of this paper included that principals used policy making, high expectation, modeling, and direct guidance to exercise their direct influence on teaching and learning. Second, principals utilized the mechanisms of structure, human resource, micro-politics, and culture to provide their indirect impact on teaching and learning. Third, principals used more indirect impact on improving quality of curriculum and teaching and learning. Fourth, some principals used only indirect impact to improve quality of curriculum and teaching and learning. Finally, this paper provided suggestions related to improving the quality of the practice of leadership development for principals.校長教學領導利於教與學的學校環境校長思考Instructional leadership of principalsThe environment that contributes to teaching and learningPrincipal's thinking