本研究採文獻分析法，並進一步以研究整合歸納出研究結論。本文首先探討課程領導的理論內涵，引出並析論轉型的課程領導觀，建構課程領導的基礎，然後比較分析國內外在課程領導的實徵研究文獻，做為驗證與發展課程領導的先備概念，最後整合理論、研究與實踐，提出轉型課程領導的策略。包含：1.邁向轉型的課程領導，達成象徵的和文化的領導者；2.落實課程領導歷程，改進課程與教學的品質；3.促進教師專業發展，塑造學校學習文化；4.溝通變革的必要性，減少教師抗拒心態；5.靈活再造學校組織，持續推動課程改革；6.提高家長與社區參與課程改革的意願，發展學校及社區在地的特色課程。

By means of literature review and analysis, this research studies,
integrates and fi nally induces the research conclusions. First of all, the
paper investigates the internal implications of the theories of curricular
leadership, brings out and discusses about the viewpoint of transitional
curricular leadership, and then constructs the foundation of curricular
leadership. After that, the paper compares and analyzes the local and
foreign literature about the issue of curricular leadership. Th e analytic
results are taken as the foundation concepts for proving and developing
curricular leadership. Finally, the paper integrates the theories, studies
and practices of curricular leadership, and proposes the strategies of
transitional curricular leadership, which include: 1. March towards
transitional curricular leadership, and cultivate the symbolic and cultural
leaders. 2. Carry out the process of curricular leadership, and improve
the quality of curricular instruction. 3. Facilitate the professional
development of teachers, and mold the learning culture of schools. 4.
Understand the necessity of communication and changes, and reduce
the defying attitude in teachers. 5. Reconstruct an elastic organization
for school, and continue implementing the reforms of curricula. 6.
Promote the willingness of parents’ and the community’s participation in
curricular reform, and develop the local-colored curricular of the school
and the community.