為因應教育分權改革所引發的擴大學校自主裁量權責與建立學校特色等發揮學校效能之要求，調整學校組織架構被視為是達成學校改善的方式之一。其中，日本自2008年起，也在學校自主管理理念之下，於中小學校組織中增設了副校長、主幹教師與指導教師等職務，做為強化校長領導、發揮中間領導能力與協助處理校務之用。日本此一調整，除將中小學校由傳統的扁平式組織型態往垂直型方向做挪移之外，在過程中亦衍生了如新職務之職掌、中間領導概念與教師專業發展等議題，值得探究。因此，本文首先經由分析相關文獻，對日本中小學校組織架構之現況與變革進行探究，經評析後再提出若干啟示，供在學校組織變革方向與日本稍異之我國做為對照與參考。

In order to respond the demands for school effectiveness by expanding school autonomy and building school’s distinguishing features that were aroused from school-based management reform, adjustments for school organization structure are considered as a way to reach school improvement goals. Japan, based on the ideals of school autonomy management, has set up some new posts such as vice principals, chief teachers and leader teachers for the primary and secondary school organizations as mechanisms to strength principal’s leadership, to develop middle leadership and to assistant for school affairs since 2008. In addition to these kinds of adjustments in Japan which have moved the school organization from traditional simplified organization model to the hierarchical model, duties and responsibilities of these new posts, concepts of middle leadership and issues of teacher’s professional development are worthy of research within these processes. Therefore, this article starts to explore the current status and changes of school organizations in Japan’s primary and secondary schools by reviewing relevant literatures, then to analyze and provide some recommendations for Taiwan that the ways of school organization changes slightly differ from Japan cases.