校長是教育政策的執行者，也是學校的引領者與決策者。校長作為教育發展的核心力量,其專業發展的良窳，對於學校品質的改善和學校效能的提升扮演著舉足輕重的關鍵性角色。本研究透過訪談方式，訪問彰化縣國民中小學16位校長，藉此瞭解校長的專業發展歷程，包括校長的職前培育、導入輔導、在職專業發展等，以提供教育行政部門及彰化縣政府等做為提升校長專業發展的參考。訪談結果發現：在職前培育階段，影響校長參加校長甄選的主要原因是「自我實現」與「前輩鼓勵」。在導入輔導階段，初任校長大多藉由師傅校長提供諮詢、及與同一行政區校長請益，增長辦學能力。在專業發展上，多數受訪校長希望未來能有全國性或地方性的專責機構，統籌辦理校長的專業發展，也企盼延請資深校長或是退休校長組成校長諮詢服務中心，提供校長們辦學諮詢，並鼓勵校長製作辦學檔案及組織校長專業學習社群。

The principal is not only the executor of the education policy but also the leader and decision-maker of the school. The principal, as the core strength in educational development, plays a critical role in school quality improvement and school effectiveness enhancement based on his or her quality of professional development. In this study, 16 Primary and Secondary school principals in Changhua County were interviewed in order to understand the process of the principals’ professional development, including pre-service education, induction education, and in-service education, so as to provide educational authorities and the Changhua County government as a reference for promoting principals’ professional development. In interview results, it is found that in the pre-service education stage, the main reasons leading principals to participate in the selection of principals are “self-realization” and “ encouragement of seniors.” In the induction education stage, newly appointed principals are mostly provided with advice by mentor principals and consulted by principals in the same administrative area so as to increase educational capacity. In professional development, most interviewed principals hope there will be national or local agencies in the future, dedicated to overall handling principals’ professional development, and look forward to inviting senior principals or retired principals to create a principal consulting service center, providing principals with educational counseling, and encouraging principals to establish educational files and organizing principals’ professional learning community.