本文係以校長和教師領導者面對學校協作文化的形塑，應有的作為與省思作為論述核心。首先，分析學校協作文化的內涵、構面與效益。其次，提出四點省思，包括：一、若未能突破參與者個人的心態及意願，學校協作文化的形塑勢必受到影響；二、若教師只是領導階層的追隨者，主體性的限縮無助於學校協作文化的形塑；三、若校園內只是呈現表象式的協作活動，學校協作文化的形塑難以竟其功；四、若領導者無法因應協作所帶來的挑戰，學校協作文化的理想只會漸行漸遠。接著，提出形塑學校協作文化的具體策略，包括：一、透過協作教學領導團隊的組成與運作，共同推動校內教師的專業協作風氣；二、透過教師專業學習社群的經營，讓教師社群成為學校協作的最佳行動單位；三、透過公開授課有效模式的建立與推廣，強化教師共備觀課議課的協作基礎；四、透過學校課程計畫與任務型組織的運作連結，促進行政與教學系統的協作；五、致力培養校內的教師領導者，發揮分布式領導的效益，提升學校領導密度。最後，綜以結語。

This study focused on the due actions and reflections of principals and teacher leaders in shaping school collaborative culture. First, it analyzed the connotation, dimensions, and benefits of school collaboration culture. Secondly, four reflections were put forward, including (1) shaping of the school’s collaborative culture would inevitably be affected if the participants’ mentality and their willingness could not be changed; (2) if teachers were only followers of the leadership, the limitation of subjectivity would not help the shaping of the school’s collaborative culture; (3) if the school only exhibited superficial collaborative activities, it was difficult to achieve the shaping of school collaborative culture; (4) if leaders could not cope with the challenges brought about by collaboration, the ideal of school collaborative culture would only drift away. Afterwards, it proposed the specific strategies for shaping school collaborative culture, including (1) jointly promoting the professional collaborative atmosphere of teachers in the school through the formation and operation of the collaborative instructional leadership team; (2) allowing the teacher community to become the best action unit for school collaborative through the management of teachers’ professional learning community; (3) strengthening the collaborative foundation for teachers to prepare and observe lessons together through the establishment and promotion of an effective mode of lesson study; (4) promoting the collaborative between administrative system and teaching system through the link between school curriculum plans and task-based organizations; and (5) improving the school leadership by cultivating the teachers’ leaders in schools and bringing the benefits of distributed leadership into play. Finally, a conclusion was drawn.