本研究旨在探討國民中學學習領域召集人課程領導的現況，並分析不同背景變 項的學習領域召集人課程領導現況的差異。本研究採問卷調査法，並以分層隨機抽 樣方式，抽取全國203所國民中學為研究對象，每所學校發出8份問卷，共取得現 任領域召集人樣本1，624人。研究結果發現：國民中學現任學習領域召集人的課程 領導，在主持與運作領域小組會議、研擬與規劃課程計畫兩層面的同意程度最高， 而在協助與帶領教師專業發展與進修活動及建立支持性環境系統層面則仍有努力空 間。不同背景變項的國民中學學習領域召集人的課程領導現況，在性別、服務年 資、最高學歷、職務、任教領域、學校規模上有所差異。本研究依據結果提出建議 供相關單位及國民中學學習領域召集人參考。

This Study aims at investigating the current situation of learning areas leaders’ curriculum leadership at junior high school level by means of analyzing their different kinds of backgrounds which would affect different results of curriculum leadership. Based on the said purposes, this study adopts questionnaire method and uses stratified random sampling to select 203 junior high schools in Taiwan area as the participant schools. Eight subject leaders of each participant school were invited to fill out the questionnaires. As it turned out，1,624 valid questionnaires were collected.
The following are the main findings of this study :
1. Most learning areas leaders were satisfied with the functions and operation of subject committees as well as the curriculum planning.
2. Most learning areas leaders were unsatisfied with the results of their leadership about teachers’ professional development and in-service training. Therefore， they thought that the supportive systems about these have much room to be improved.
3. The degree of satisfaction of learning areas leaders’ curriculum leadership varies according to those background variables, such as years of experience, education background, positions，teaching subjects and school size.
In the light of the above findings, several suggestions are presented and provided implication for learning areas leaders and the education authorities concerned in views to improving curriculum leadership.