「課程領導」並不是一個完全新創的名詞，但卻是一個頗為新鮮的概念。尤其在「九年一貫課程綱要」公佈及實施之後，賦予學校發展課程的權利與責任，國中校長、相關行政人員、以及教師就必須擔負起課程領導的角色。本文的目的不在論述各種教育領導理論，而將重點放在國中的課程領導的概念分析。首先，從教育領導的觀點，論述課程領導的定義與功能，以及與課程管理、教學領導等相關概念的關係；其次，從轉型領導的觀點，論述國中課程領導的實施，包括真實的探究學習、教師主導的專業發展、教育方針的重新設計、組織架構的重新規劃、學校－社區的對話機制等；第三，分析國中實施轉型課程領導時尚待突破的難題與困境，包括僵固觀念的改變、教育熱誠的激發、課程設計能力的提昇、民主領導素養的培養、新舊組織的整合、利益衝突的調和等；最後，以轉型課程領導對國中實施九年一貫課程的啟示與展望做為結語。

Curriculum leadership is not a newly created term, but a fresh concept to most educators, especially, principals, administrators, and teachers in junior high schools. They would be empowered to play as curriculum leaders in their schools, while the school-based curriculum is developed under the umbrella of The Framework of 1-9 Curriculum.
This article aims to analyze the concept of curriculum leadership, including four parts. First, its definition and function, and its relation to curriculum management and instructional leadership, are analyzed by viewpoints of educational leadership. Second, the practice of curriculum leadership for junior high schools is explored in light of the viewpoints of transformative leadership. Third, the problems and dilemmas encountered by educators in junior high schools are examined and discussed. Finally, this article presents some implications of transformative curriculum leadership for educators in junior high schools while implementing The Framework of 1-9 Curriculum.