本研究因研究目的及性質，以質性研究方式進行，透過研究者參與105學年度及106學年度7場校長公開授課專業回饋對談、課室觀察，和107學年度校長教學領導暨公開授課工作坊資料，以及研究者省思札記等為資料蒐集方式，探究校長對公開授課的具體作為及校長在公開授課時面臨的困境及因應，以做為校長們實踐十二年國教公開授課之參考。研究結果：一、結論： （一）校長公開授課的承擔，是對教育承諾的展現；（二）校長教學專業知能的充實，是對學生學習權的保障；（三）校長對學校雙重系統的調適，以利角色的轉換；（四）落實公開授課配套措施，以利公開授課的實施；（五）校長善用領頭羊之姿，引導學校進行公開授課。二、建議：（一）主動共學共享文化的建立需要時間進程；（二）校長公開授課的教學領導意義重大；（三）校長公開授課可促進教師教學領導；（四）校長可透過公開授課來樹立終身學習典範。

This study adopted the method of qualitative research becauce of the purpose and nature of the research to explore the specific actions, dilemmas and responses of principal’s lesson study, and as a reference for the principals practiced the lesson study in 12-year compulsory education by collecting the professional feedback and classroom observation of the researcher participated the 7 sessions of principal’s lesson study in the 105‒106 academic year, the workshop materials of principal’s teaching leadership and lesson study in 107 academic year, and the researcher’s reflections, etc. The results of this study: (1) The conclusion of this study showed that: a.The principal’s commitment to lesson study was a demonstration of the promise of education. b.The enrichment of the principal’s teaching professionalism was the guarantee of student’s learning rights. c.The principal’s adjustment to the school’s dual system was conducive to the transformation of roles. d.Implementing the complementary measures of lesson study was conducive to the implementation of lesson study.e.The principal was good at using leadership to guide the school to conduct lesson study. (2) The suggestions of this study showed that: a.It needed a time course that the school established a culture of active learn¬ing and sharing. b. The teaching leadership of the principal’s lesson study was meaningfully. c. The principal’s lesson study could promote teacher’s teaching leadership. d. The principal could establish a paragon of lifelong learning through lesson study.