校長領導行為乃是教師專業發展成功與否的重要關鍵。本文旨在探究如何善用同儕式校長領導，以促進教師專業學習社群的發展。本文採文獻分析的方式，首先闡述同儕式校長領導之相關概念，其次說明教師專業學習社群的相關概念，再者分析同儕式校長領導與教師專業學習社群的關係，最後則據以提出善用同儕式校長領導以提升教師專業學習社群發展的具體策略，包括：一、共同形塑學校願景，發展關注學習社群；二、分享權力共享決策，導引社群推展承諾；三、營造教師信任關係，開啟教師對話文化；四、彰顯同儕關懷行為，落實社群情緒支持；五、展現以身作則作為，引導教師共同學習；六、建構整體支持情境，強化社群運作成效；七、展現適度表現期望，促發成果導向社群。

A school’s successful operation not only rely on teachers, but the principal’s leadership style also plays a pivotal role. Collegial leadership is a new leadership style that has been promoted in Taiwan in recent years. Collegial leadership occurs when leaders are willing to share their power with their subordinates. The purpose of this article is to understand the relationship between Taiwanese elementary school principals’ collegial leadership practices and the professional learning community. Literature review will be used as the primary research method in this article. This article will first conceptualize collegial principal leadership and the professional learning community. Then, the relationship between collegial principal leadership and professional learning community will be discussed. To further explore principals’ strategies for improving a professional learning community’s sustainability, seven strategies are proposed: (1) To build schools’ visions and develop “focus on learning” communities; (2) To encourage principals to share their power and decisions with teachers; (3) To cultivate trust between teachers and open the dialogue; (4) To provide caring and social-emotional support for teachers; (5) To follow through on verbal and non-verbal behaviors and lead teachers to co-learning; (6) To construct overall supportive conditions to enhance and strengthen the communities; (7) To show principals’ expectations to community members. These findings will bring new insights to Taiwan’s educational policy makers.