本研究旨在探究地方教育視導對校長領導作為與教師教學實踐是否具有影響，並探討三者之間的關係。本研究採問卷調查法，以結構方程模式進行分析，以臺灣22縣市國民中小學教育人員為研究對象。本研究總計發出1,400份問卷，回收1,001份問卷，回收率為71.5％。扣除填答不全超過5題者或呈固定反應者87份，共得有效問卷計914份，有效問卷回收率為65.28％。研究結果發現，地方教育視導正向影響校長領導作為以及教師教學實踐，同時，地方教育視導透過校長領導作為更有助於教師教學實踐的達成。

The purpose of this study is to explore the possible impacts of the external educational effect on the teachers’ teaching practice based on the mediating effect of the leadership of principals. The external education effect of this study is based on the example of local school supervision. The study analyzed the survey data by using structural equation modeling (LISREL). There are three dimensions on the local school supervision including the assistance of the school administration, the empowerment of teaching abilities of teachers, and the implementation of the supervision. There are also three dimensions of the leadership of principals including school management strategies, professionalism, and service innovations. There are five dimensions in teaching-practicing including teachers’ professional developments, teaching plans, teaching strategies, classroom managements, and feedback interventions. The finding of this study is that the local educational supervision has the positive impacts on principal’s leadership and teacher’s teaching-practice. In the meantime, the local school supervision through the principals’ leadership can help to achieve the teacher’s teaching-practice.