本研究試圖透過描述學習共同體的教育領導面向，而將學校視為是一個 教育領導的學習共同體。首先，本研究利用理論分析方法，分別探討與研究主 題相關因素之意涵。其次，依據問卷調查研究所獲得之集群分析結果，運用 學校領導動力的整合觀點，審視學校校長探行轉型領導取徑，增進教師自我 管理程度，推動學校領導社群的整合情形。研究發現依學校領導動力之特性 加以區分，學校可由集群分析劃分為動態整合學校、行政垂直學校、教師水 平學校、以及靜態固著學校等四類型，其中動態整合及教師水平二類型學校 所呈現的學校效能，顯著高於行政垂直學校與靜態固著學校。最後，依據研 究結果提出以學校領導動力發展學習共同體之構念。

Viewing schools as learning communities of educational leadership, this study attempted to describe the educational leadership dimension of learning community. First, this study applied theory analysis to discuss related issues of the study. Second, this study applied questionnaire investigation to understand principals’ transformational leadership, teachers’ self-management, and leadership community of school, using the integrative idea of school leadership dynamics. Utilizing the method of Cluster Analysis to classify school leadership dynamics, this study found that there were four types of schools, including the Dynamic Integrated School, the Administrative Vertical School, the Teacher Horizontal School, and the Static Inertia School. Significant differences were found among the four types of schools in terms of school effectiveness. The school effectiveness in the Dynamic Integrated School and the Teacher Horizontal School were higher than the Administrative Vertical School and the Static Inertia School. Finally, This study provides a developmental concept of learning community in the perspective of school leadership dynamics.