本文旨在探究國中教師實踐績效責任領導的對象、信念與領導作為，採焦點團體座談與多重個案研究，其中，焦點團體座談依立意取樣邀請實務與專家人員參與，個案研究方面，則以聲譽抽樣方法選取具績效而獲獎之三個教師專業學習社群為研究對象，總計訪談28人次。資料蒐集方法以質性訪談為主、文件分析為輔，並以紮根理論進行編碼分析。結論發現：一、教師擔任績效責任領導者，角色雖具多元性，惟三個個案學校社群領導者皆聚焦於教與學；二、教師進行績效責任領導的領導信念，分為績效目標觀與責任歷程觀，兩者皆會影響其領導作為；三、教師實踐績效責任領導的作為，主要包括共同享有、共同信任、共同增能及共同合作，彼此關聯互補，進而凝聚學校共責的新力量。

This study aims to investigate the practice of accountability leadership by junior high school teachers in terms of their objects, beliefs, and leadership behaviors. This study used focus group methodology and multiple case analysis. A focus group was formed by inviting purposively-sampled related practitioners and professionals, and three cases of effective and awarded teacher professional learning communities were selected by reputational sampling. A total of 28 participants were interviewed. Data were collected mainly through qualitative interviews, supplemented by document analysis, and later coded using Grounded Theory. The conclusions are as follows. 1. A teacher who is also an accountability leader plays multiple roles, but these roles still focus on teaching and learning. 2. A teacher’s belief in practicing accountability leadership consists of the perspectives on performance and responsibility; both perspectives may influence a teacher’s leadership behaviors. 3. The major leadership behaviors of a teacher practicing accountability leadership include mutual sharing, trusting, empowering, and cooperating in a community that connects and complements each of its members and further creates a new force that integrates co-accountability in a school.