教育作為社會脈絡的次體系，近年隨著民主化的趨勢潮流，學校環境或在潛移默化之中、或經主管教育機關有計畫的推動下，不論是在校務運作的實踐模式，或是校園文化倫理層面，均有明顯的變革(C h a n g e)。其中，特別是有關「教育權」主體性的確立，更使校園的權力互動關係，由傳統的「行政權」引導運作，轉變為教師、家長及行政多元協力的形態。校長面對此複雜的校園及社會環境變遷，往昔以被動解決問題的管理模式，已漸被積極回應外在環境，標榜以達成組織變革願景的「新型領導」所取代。而轉型領導(transformational leadership)其論述內涵，包含組織願景、使命的共同建立、溝通參與、道德動機及自主賦能等觀念要素，逐漸受到教育界重視。批判學者Habermas的溝通行動理論，以「溝通理性」為發展基礎，並以「重建人類的溝通能力」為基本原則，藉由「啟蒙、反省、批判」的實踐方法，期盼達到「成熟、自主、解放」的人類社會。本文藉由釐清Habermas溝通行動理論的內涵、言談行動的有效性宣稱，以及理想言談情境等議題的論述，來掌握哈氏理論的精神，並嘗試以Habermas溝通行動理論，來建立「轉型領導」實踐的可能性與啟示。

Education is the sub-system of the whole social context. In recent years, the school contexts change obviously with the world democratic trend both on practice model of school operation and the ethic dimension of traditional school culture either by unobtrusively and imperceptibly change of schools themselves or purposive implementation of educational authorities. The consolidated subjectivity on “education rights”, particularly, shifts from exclusive operation of traditional “administration rights” to multiple cooperation by teachers, parents, and administrators. The traditionally passive problem-solving model of school management has been replaced by active environment-responding “new leadership” that claims to achieve the goal for vision of organizational change. The content of discourse on transformational leadership that includes concepts in terms of co-establishment of organizational vision, communication and participation, moral motivation, and self-empowerment has been viewed highly in education. Habermas’ theory of communicative action is based on communicative rationality and “reconstruction of human communication ability” through enlightening, reflecting, and criticizing method of practice to form a “mature, autonomous, and liberal” society. The study illustrated the theory of communicative action with respects to the content, validity claim of speech act, and ideal speech situation to capture Habermas’ spirits. Moreover, the authors intended to generate insights and possibility of practice toward transformational leadership by Habermas’ theory.