說故事領導提供國小校長領導的新思維，探討國小校長說故事領導能力指標權重體系將能作為檢核能力和培訓方案的參考。本研究以台灣地區815位國小學校人員對國小校長說故事領導能力的重要性知覺調查所得資料，運用網絡分析法和層級分析法，分析國小校長說故事領導能力指標重要性及其權重體系。結果指出說故事認知、說故事能力二層面的重要性知覺較高，領導表現層面則較低，三層面和11個次層面間屬正相關，並提出由三層面11個次層面構成的能力指標權重體系，網絡分析法和層級分析法所得權重值小有差異，檢視個別層面內次層面之間的影響關係強度，以說故事認知和說故事能力層面的權重值最高，11個次層面中則以故事要素、說故事要件和故事功能次層面權重值較高。

Storytelling leadership is a new idea for principal. To study the weighted indicator system of elementary school principal’s storytelling leadership competence will be useful for competence certification and educational programs. The study used ANP and AHP with investigation from 815 school educators, to understand the importance of elementaryschool principal’s storytelling leadership competence indicators and its weighted indicator system. The results indicated that the importances of “storytelling cognitions” and “storytelling abilities” are larger than “leadership performance”. Three dimensions and 11 sub-dimensions were positive correlated. One weighted indicator system of principal storytelling leadership competence in elementary schools was proposed. These indicators’ weights between ANP and AHP were little different. The impacts among various sub-dimensions showed that the importance of “storytelling cognitions” and “storytelling abilities” were highest in all dimensions, and the importances of “story essentials”, “storytelling conditions” and “story functions” were the highest in the total sub-dimensions.