新冠疫情為教學場域帶來巨大的挑戰，一再考驗學校校長的領導能力。緊急遠距線上教學模式不僅擴大原有的數位鴻溝，更加劇師生身體、心理、社交和情感方面的壓力，損害學校的整體效能。本文探討後疫情期間校長領導所面臨的困境和挑戰，COVID-19疫情期間，線上教學造成教師心理壓力增加、焦慮與倦怠感提升。後疫情時代需要新型態領導思維，能整合學校意義導向、成員正向關係和韌性思維的領導策略。最後分析歸納現時國內外相關的實徵研究，並進一步以意義領導強化教師教學意義、正向領導帶給學校希望與價值以及以韌性領導克服困境與挑戰，以期了解後疫情時代可行的應對領導策略，提供學校領導與決策者相關實務建議作為參考。

The COVID-19 pandemic has brought tremendous challenges to the field of education and repeatedly testing the leadership abilities of school principals. The abrupt shift to distance learning has not only widened the existing digital divide but also intensified the physical, psychological, social, and emotional pressures on teachers and students, impairing the overall effectiveness of schools. This article explores the dilemmas and challenges that school principals face in leadership during the post-pandemic period. During the COVID-19 pandemic, online teaching has increased teachers’ psychological pressure, anxiety, and fatigue. The post-pandemic era requires new forms of leadership that integrate meaningful school’s goals, positive member relationships, and resilience thinking. Finally, this article analyzes and summarizes current domestic and foreign empirical research, further strengthening the meaning of teachers’ teaching through effective leadership, bringing hope and value to schools through positive leadership, and overcoming challenges and difficulties through resilience leadership, in order to understand feasible leadership strategies in the post-pandemic era and provide practical suggestions for school leaders and decision-makers.