躍升為校長，是許多從事國民教育工作者的理想與夢。但是，一旦新的教育生涯路真正開始運轉，到底會是怎麼開始的。本文是以一個初調職至一所老校的國小校長為主體，以發生於該個案學校的相關事件為客體。研究者欲以行動研究者的角色扮演，穿梭在研究者與個案學校相關成員間，初相識時所發生的一連串事件。在一步步的釐清預設立場後，交織事件並還原多元又個殊的本質。由於研究者初至一所老校任職校長，在事事仍未完全掌握清楚瞭解的狀況下，就須面對學校組織成員因本位主義及因循舊習，學校領導經營很快的陷入派系對立文化與學校行政效力不彰的結構性危機中。本研究嘗試以「還原本質」梳理出學校成員的社會行動的人類意識及其社會表現形式的複雜性。其間，研究者以行動研究者的角色，與各個相關成員展開對話，期能以智慧及行動帶領成員走上績效之路。最後再回映到現實學校政策的檢視，以作為日後學校經營長期規劃制度及實踐的參考。

Being a principal is an ideal, as well as a dream, for many educators in Elementary and Junior High school. However, when the brand new educational career sets off, how will it really start? The subject of the study is a new principal to an old school; while the object of the study is an event occurring at school. The writer, in search of the truth behind the event, played the role as an active researcher and interviewed related school staff. After a step-by-step investigation, the multiple and respective truth can finally be clarified.Since the writer is a new principal to n old school, he had to face the departmental egoism and fogyism among school staffs. The school management fell into constructional risks of faction conflicts and low efficiency. The study tries to find out the complexity of staff’s ideology behind their social actions and behaviors by the way of “reduction”. The author applied the method of Phenomenology, starting disclosure with related staff, so as to accelerate the school management w th wisdom and action. In the end, the study returns back to review the actual school policies,as a reference to the school long-term plan and management.