本研究的目的是探討校長在實踐教學領導和文化回應性教學領導方面的經驗。資料蒐集方法是半結構式深度訪談法。取樣方法是立意抽樣法，選擇三名原住民籍校長作為本研究的參與者。資料分析法為主題分析法，對質性資料進行分析。經過分析，本研究出現了三個主題。（1）校長的文化意識，即重視文化，將其作為教學實踐和課程規劃的重要因素，並採取基於優勢的觀點和做法；（2）校長的文化回應性教學概念，即積極讓教師和社區成員參與設計和實施文化回應性教學計畫；（3）校長的教學領導力，即採用有效的方法和技巧與教師溝通，以化解阻力。本研究對校長文化回應性教學領導策略的實踐提出了一些建議。

This research studied principals’ experiences in practicing instructional leadership and culturally responsive instructional leadership. The researcher conducted semi-structured interviews with three native Taiwanese principals to collect empirical, qualitative data. The researcher analyzed the data with a thematic analysis approach and uncovered three themes: (1) The principals have high level cultural awareness. They emphasize cultural diversity in teaching and curriculum planning with a strengths-based approach; (2) The principals have culturally responsive teaching concepts. They actively involve teachers and community members in designing and implementing culturally responsive teaching programs; (3) The principals embrace instructional leadership. They use effective methods and techniques to communicate with teachers in order to dissolve resistance. Based on the analysis, the researcher recommended some strategies for principals to practice culturally responsive instructional leadership.