隨著十二年國民基本教育之推動，開始出現學校透過學習共同體的推動，來促進教與學的改變。而學習共同體的帶動，是一種學習領導的體現，故本研究選擇北部地區一所國小作為個案，了解校長運用學習共同體實踐學習領導的情形，以及學校推動學習共同體遇到的問題。透過訪談、文件與觀察資料之蒐集與分析，發現個案校長透過三層（學群、學年、領域）領導之分散性領導方式激發學校成員的動能，從而增益教師對於方案的擁有感。校長展現的學習領導行為包括：「溝通學習願景及目標」、「促進教師學習及成長」、「實施以學習為中心的課程與教學」、「取得與善用資源」及「型塑有助於學習的文化」，而分散性領導是貫串學習領導相關作為的軸心。在學校實施學習共同體的歷程中，亦遇到教師對於分組進行共讀、共學的難題，以及面對主管行政機關需要看到執行進度的壓力。校長藉由溝通、給予教師引導，以及扮演學校與地方政府間的協調角色來降低執行困難度。

After the Basic Education was extended from nine to 12 years, some schools started to use learning community to change teaching practices and learning. Leading schools to adopt learning community could be deemed as practices of leadership for learning. This study selected one elementary school in the northern region to investigate how the principal perform her leadership for learning through implementing the approach of learning community. Interview, document analysis and observation were the methods for data collection. The findings indicate that three-layer (teacher group, grade and learning area) leadership as a form of distributed leadership was exercised as the core of principalship. Communicating school vision and goals, promoting teacher learning and growth, implementing learning-centered curriculum and instruction, acquiring resources, and shaping learning culture were also found in the principal’s practice. There were obstacles faced by the school when performing learning community, such as the grouping of teachers for learning and the pressure for accountability from the local authority agency. The principal reduced the difficulties of program implementation by communication, giving guidance to teachers and playing a mediating role between the school and the local government.