校長經營學校的主體性明顯受到教育與社會環境的影響，需要努力去覺察並嘗試突破可能的限制與壓迫，以修練自我成為一位具有主體性的領導者。本研究透過文獻探討與研究者在學校現場的實踐與觀察，首先，探究校長主體性的意涵與相關影響因素，其次，分析校長從覺察限制或壓迫後，其主體性生成的歷程。

The educational and social environment has an obvious influence on principals’ subjectivity of school management. If principals could try to break through the possible restrictions and oppression, and then they would become leaders with subjectivity. This article explores the principals’ subjectivity of school management through the literature review and researcher’s practice and observation at school. Firstly, it explores the meaning and influencing factors of principals’ subjectivity of school management. Secondly, it analyzes the generation process of principals’ subjectivity.