要初任校長在校務領導與學校經營的經驗明顯不足，但是任誰都想為自己的校長生涯路，選擇一個最好、最適宜的開始。只是，初任校長會出任的學校，通常多屬弱勢，或是多重因素交雜之下的問題區，是否能夠順利的領導與推動校務發展…？但這些現況卻往往是初任校長的必經宿命。研究歷程中，研究者扮演敘說研究者的角色，將研究者與事件相關的成員間對話與行動記錄下來，內容涵蓋事件之相關同仁、其他夥伴、學校成員等的相關反應記錄。進而以研究者對欠缺總務經驗L初任校長案例的觀察，探究並省思個案初任校長為何在接受行政輔導後，卻仍「自己應變革卻錯失變革良機」等。最後建議：職涯歷練多元完整，才能遇事不懼；體察省思學習成長，才能走出叢林，實踐角色智慧。

The experiences of leadership of school affairs and school management for beginning principals are usually insufficient; however, they eager to have the best and the most appropriate beginning for the life of school principals. Yet, most of schools that the beginning principals first serve are often inferior to others and have a lot of problems. Is it possible to promote the development of the school affairs and lead the school to a better way successfully? Apparently, solving the problems is the fate of the beginning principals. The writer played the role as a narrative researcher in the process of the study. He recorded the responses of related school colleagues, staff, and members. The reactions and dialogues among them were taken down as organizational discourses and diary. Furthermore, the researcher explored and reflected on another negative case of a beginning principal L who lacked experiences of school general affairs. In the case, the beginning principal received administrative counseling but finally failed in change due to the wrong change attitudes – the school which needed to be reorganized and changed but didn’t do it. The final suggestion based on the study is that the more complicated and multiple problems the principals experience, the less fear when they encounter challenges; through observation, reflection, and learning growth, the beginning principals overcome the difficulties and accumulate wisdom.