本文旨在探討轉型知識份子對校長領導之啟示。首先分析Giroux對教育市場化與技術理性的反省；其次分析轉型知識份子的內涵；第三論述轉型知識份子的重要教育意涵；第四，提出對校長領導之啟示；最後是結語。Giroux是批判教育學者，早期致力於激進民主的教育改革，到1990年代，其理論開始轉變，他吸取後現代主義、女性主義與後殖民論述觀點，來探究性別、種族、年齡等議題。他提倡轉型知識份子概念，重要意義如下：1.教育人員能成為轉型知識份子；2.教學是文化政治形式；3.學校是民主政治場所；4.學校教師要有正義感與實踐力。

The main purpose of this article is to explore the idea of transformative intellectuals and its' implications for principal leadership. This article is divided into the following parts: 1. explore the contents of “teachers as transformative intellectuals”. 2. explore Giroux's reflective for educational market and instrumental reason. 3. explore the educational meaning of “teachers as transformative intellectuals”. 4. provide some implications for principal leadership. Giroux is a prominent critical pedagogical scholar. His early research was devoted to promote educational reform under the context of radical democracy. However, at early 1990s, Giroux's theoretical orientation shifted to enclose the perspectives of postmodern, feminist, and postcolonial theories in an attempt to better address issues such as gender, race, and age. The important meanings drawn from Giroux's transformative intellectuals are listed as follows：1.Teacher can be a transformative intellectual.2.Teaching is a form of culture and politics .3.School is a site of pedagogical and political struggle. 4. School teacher should have social justice and educational practice.