本研究以一所推動學習共同體國中的國文教師學習社群為個案，以「多 個領導者」（leader plus）觀點，探究個案學校的校長、教務主任與領域召集人 如何透過分散性領導促進國文社群的發展。結果發現校長透過理念引領、分 散權力與培力教師，帶動社群發展；教務主任善用政策（如：教專評鑑、學習 共同體等）與人造物（artifacts）（如：讀書會、專題講演與工作坊等）帶動教 師改變；領域召集人以身作則、支持與關懷，鼓舞了社群成員投入跨校共同備 課。三位領導者展現共同領導（leadership of co-performance），相互協作，對於 國文社群發揮了正向作用。

A teacher learning community of Chinese Literature in a junior high school was used as a subject in this case study. With the perspective of “leader plus”, this study investigated how the three administrators, including the principal, the director of academic affairs, and the coordinator of Chinese Literature Area, exerted distributed leadership to promote the development of the teacher learning community. Interview, observation and documents analysis were the methods employed to collect data. It was found that the principal performed value leadership, devolved the power and empowered teachers by building capacities in teachers. For the director of academic affairs, policies and other artifacts were used to trigger teacher change while the coordinator modelled, supported and cared for teachers that inspired teachers’ devotion in joint lesson planning with faculty from the other school. The three leaders enacted the leadership of co-performance, which resulted in positive effect on the teacher community.