「補救教學」方案之目的在提升低成就學生學習成效，亦為落實教育正義之重要政策。然其推動屢受質疑。本研究以新北市一所國中為個案研究之場域，由行政主導各正向領導措施介入補救教學方案運作，建構校園正向支持系統，形塑正向文化氛圍，進而提升學生學習動機及成效。

本方案之正向領導策略主軸有二：提升教師正向專業知能及激勵親師生正向行為，規劃並實施12項改善補救教學措施。期末針對47位學生進行問卷調查及訪談以評估成效，問卷四大面向包括：（一）教師教學與評量；（二）學生學習成效；（三）聯絡簿之運用成果；（四）開放式問答。結果顯示學生對方案認知之成效良好。並經訪談7位學生獲致影響方案成果之因素並提出四點結論與建議。

The purpose of this study is to apply concepts and strategies of positive leadership to construct the assistance systems of the remedial project in junior high schools. The two aspects of the twelve strategies include improving teachers’ expertise of encouraging students and changing the relationships among the teachers, the students, and the parents, and therefore the motivations and the performance of the students are enhanced. This research selects a junior high school in New Taipei City as the subject. The researcher adapts the questionnaire for all the 47 students to test the outcome of the project, and interviewed 7 students of them. The results about the execution of the project show positive teaching effectiveness. Finally we propose four suggestions for school administrators who plan to implement the remedial project in their schools.