學校持續改進是位教育工作者及研究者的夢想，且越來越受重視。筆者一 直關注：學校持續改進的基礎是甚麼？學校持續改進的內涵是甚麼？本文嘗試 從「變革能動者」這個視角，探討其在學校持續過程中的角色和影響。本研究 集中探討一個研究問題：變革能動者在持續學校改進中扮演什麼樣的角色？本 研究採用質性研究取向，因為持續的學校改進是一個過程，質化研究更容易探 究其動態、不斷變化的過程。再者，本研究的對象是變革能動者，包括校外的 Q 計畫學校發展主任、校長、中層領導、具影響力的前線教師。筆者認為，質 化研究能夠深入描述具有特殊性和複雜性的真實場景，也能加入研究者之理解 與詮釋。研究結果表明：變革能動者在持續改進不同階段扮演不同角色；第一 類變革能動者（校長）信念的形成是受到外在變革能動者所影響；外在變革能 動者和第一類變革能動者能夠互相配合，推動學校實現持續改進；變革能動者 還會根據不同情境採取不同策略增加能量。

Continuous school improvement is a dream for all educators and researcher. This issue has been getting increasingly attentions as time goes by. What the authors concern are: What is the foundation of continuous school improvement? What is the essence of continuous school improvement? This article attempts to inquire into the role and influence of change agents in continuous school improvement. This study focuses on one question: What are the roles of change agents in continuous school improvement? This study adopts qualitative research approach. As continuous school improvement is a process, qualitative research is appropriate to inquire into the dynamic and evolving process. Moreover, this study targets the change agents like school curriculum officers as external agents and school principal, middle management leaders and influential frontline teachers as internal agents. The authors believe that qualitative research may provide in-depth description for specialty and complexity of real contexts, as well as understanding and interpretation of researchers. There are four major findings in this study. First, change agents play different roles in different stages of continuous school improvement. Secondly, the formation of educational beliefs from principals as first tier change agents is influenced by external change agents. Thirdly, collaboration of external change agents and first tier internal change agents help to facilitate the continuous school improvement. Finally, change agents could adapt strategies for different contexts to build strong capacity.