校長學習領導是近來受到重視的校長專業領導作為之一，主要係指校長能掌握並了解學校的情境脈絡、成員與文化，並以提升教師教學與成就學生學習為道德目的，發揮領導人的專業力與影響力，協同合作，共同達成精進教與學的目標。校長學習領導主要包括五項重要面向：一、設定學習的共同願景；二、營造有利學習的環境；三、發展專業學習社群；四、共享與分布領導；五、掌握成果，共擔績效責任。基於對校長學習領導意義與內涵的理解，本文進一步探討有關校長學習領導的模式、架構與途徑後，再綜合歸納提出五項以校長學習領導提升教學與學習成效的策略，主要包括：一、聚焦全校學習，建立高期望的願景與目標；二、建立專業學習社群，支持合作專業學習與成長；三、以身作則示範學習，提供學習典範；四、營造優質學習環境，充分支持教與學資源；五、共享領導與績效責任，精確評量成果與教學績效。最後，總結提出結語，希望校長能參考本文所提出的學習領導策略，實際應用在學校的學習領導，以達到其提升教學與學習成效的目標。

The main purpose of this article is to explore the concept of principals’ learning for leadership and how to conduct leadership for leaning to improve teaching and learning. School principals who conduct leadership for learning need to understand and harness the contexts in which they operate and work with others to communicate and achieve shared moral purposes that enhance teaching and learning. After reviewing literatures and researches on leadership for learning, there are 5 domains of principal’s leadership for learning including: (1) developing a school-wide focus on learning; (2) establishing a safe and effective learning environment; (3) building professional learning community; (4) sharing and distributing leadership; (5) monitoring learning outcome and shared accountability. For the purpose of this study, models, frameworks, approaches on leadership for learning were analyzed. Some strategies for principals to conduct leadership for learning to improve teaching and learning are evolved: (1) maintaining a school-wide focus on learning with high expectations; (2) building professional learning community with collaboratively professional learning and growth; (3) modeling learning and be the learning models; (4) establishing quality learning environment and offering supportive resources for teaching and learning; (5) sharing leadership and accountability, and assessing accurately for the performance of teaching and learning.