英國近15年來的學校革新政策，一方面藉由權力下放賦予學校更高的自主權，另 一方面則不斷地強化學校與學校之間的跨校互惠合作與夥伴關係，期望引導學校轉型為 自我改善的學校，由過去地方當局所領導的治理結構轉型為「由學校所領導的系統」 （school-led system）。此外，英國政府又將學校改善的責任從地方當局轉移到學校和 學校領導者身上，透過「系統領導」（system leadership）架構任命一系列的系統領導人 帶領跨校聯盟的合作。本文聚焦於英國「由學校所領導的系統」脈絡中的「系統領導」 新趨勢，透過政策文本與文獻分析方法，探討系統領導的概念意涵、政策方案與工作實 踐，進而反觀臺灣目前中小學校長面對的教育情勢和逐漸萌芽的跨校聯盟合作，為教育 行政單位提供一個思考方向。

Recent school reforms in England have on the one hand devolved more power to schools and increase their autonomy, and on the other hand encouraged great collaboration and partnerships between schools. The English government aims to enable the school-led system to deliver for all children in all areas through building the capacity to drive sustainable self-improvement. For this, the government also transfers the responsibility of school improvement to the best schools and school leaders through the development of the system leadership framework. Drawing upon the careful analysis of government documents and relevant literature, this paper focuses on the emerging trend of system leadership embedded within the context of the school-led system, examining the concept, policies and practices of system leadership. It concludes by providing practical implications in relation to a range of issues of principal shortage, principals’ work practice and the emerging school-to-school collaboration in Taiwan.