目標：本文的目標在評估校長發展計畫中的領導學習。設計／方法／進路：採用Popper的三個世界（three worlds）做為研究分析架構的個案研究，以評估在校長發展計畫中的領導學習。以知識做為學習評估的單元―一種更為明確之主觀與客觀的知識。本研究涉及了在校長發展計畫中的參與者，他們被稱為教育計畫中的領導者（LEP）。LEP是由國家教育機構所設計和實施，它是與新加坡教育部所共同合作的計畫，它起始於2001年，已經在新加坡的學校中培育了超過三百位的學校領導者。研究發現：透過複雜理論（complexity theory）概念的連結分析，本研究證成了極具價值的、有關參與者如何在領導與管理中發展實踐知識之Popper三個世界的洞察。原創性／價值：分析的結果對於領導計畫的設計很有意義，對於同樣面臨了準備21世紀新型態學校領導者挑戰的國家而言，亦極具參考價值。

Purpose – The purpose of this paper is to assess leadership learning in a principalship development programme. Design/methodology/approach – This case study adopted Popper’s three worlds as an analytical framework to assess leadership learning in a principalship development programme. The unit of assessment of learning is knowledge – more specifically subjective and objective knowledge. The study involved participants in a principalship development programme called the Leaders in Education Programme (LEP). The LEP is designed and implemented by the National Institute of Education, Singapore with partnership from the Ministry of Education, Singapore. Since its inception in 2001, the LEP has developed more than 300 school leaders in Singapore schools. Findings – Through the analyses linking the concepts of complexity theory and Popper’s three worlds, valuable insights were gained into how participants developed practical knowledge in leadership and management. Originality/value – The outcome of the analyses has implications for leadership programme design and for leadership development in countries with similar challenges to prepare a new type of school leaders for the 21st century.