在為數頗多的轉型領導理論中，「教學領導」特別適宜作為今日校長領導分析的理論依據。本研究以教學領導理論為核心，剖析辦學優秀校長的領導行為，以深度訪談與文件分析等方法，深入探討校長於學校現場推動教學領導作為之實況。本研究之研究目的為：一、深入分析教學領導理論內容，作為校長領導分析之完整架構。二、以質性研究取徑細膩描繪成功校長的領導實務與作法。三、剖析校長教學領導落實之道。本研究之發現，曹校長之教學領導以「教育愛」為核心理念，以促進「學生學習」、「教師教學」與「五育均衡發展」為核心，以「教學領導」、「學習型組織」為最重要的實踐方法，透過「各科教學研究會」、「教育實驗」、「行動研究」、「學術交流活動」、「研習進修」、「學習領導」等方式與途徑實現學習型組織之運作，其中更以「溫和柔性的領導」以及「細膩反覆的溝通」為其特色，成就教學領導，其作法頗值得學校領導者以為借鏡。本研究對後續研究提出三項建議：一、未來研究對於成功校長如何針對不同對象彈性選擇溝通與領導方式，宜深入探討。二、柔性領導校長領導領域最需深入研究的範疇。三、校長領導研究在使用轉型領導派典時，應該引入複數理論進行分析。

Within the numerous theories of transformational leadership, instructional leadership is the most suitable form in analyzing the school principal’s leadership. To clearly understand the leadership behaviors of an effective principal, the current study uses in-depth interview and documentary analysis with instructional leadership as the core theme. Several research objectives are as follows: 1) to analyze instructional leadership theory with respect to the principal’s leadership structure, 2) to use a qualitative perspective in describing the strategies of an effective school principal, 3) to describe how instructional leadership is effectively accomplished. Results are as follows: The school principal uses the core emphasis of Education Love in order to promote students’ learning, teachers’ teaching, and cultivate the five ways of life. In addition, instructional leadership and learning organization was visualized through the use of various subject teaching studies, experimental teaching, action researchers, academic exchanges, workshops, learning leadership and many other organizational activities. In essence, the school principal uses the flexible leadership and practices effective communication in order to achieve instructional leadership. Finally, several recommendations for future research were provided.