本研究旨在分析不同背景變項下，中等學校校長學習領導、教師專業資本與學生深層學習之差異；研究中等學校校長學習領導、教師專業資本與學生深層學習之線性結構關係；探究中等學校校長學習領導、教師專業資本與學生深層學習之多層次中介效果。採用問卷調查法，並以臺北市、新北市、桃園市、基隆市、新竹市及新竹縣中等學校（高中、高職、國中）的校長、教師及學生為研究對象，抽取51所學校，回收有效樣本共計1,237份（含校長問卷50份、教師問卷591份及學生問卷596份）。調查結果採用獨立樣本t檢定、結構方程模式及多層次模式等統計方法進行分析。主要結果有：一、校長覺知整體「校長學習領導」之程度較教師高，校長與教師覺知整體「教師專業資本」之程度無顯著差異，學生覺知整體「學生深層學習」之程度較教師高；二、校長學習領導對教師專業資本具有直接效果，教師專業資本對學生深層學習具有直接效果；三、校長學習領導透過教師專業資本對學生深層學習產生影響，具有中介效果。本研究並提出相關建議，以供教育單位及後續研究之參考。

The main purposes of this study are: (1) to analyze the diversity of different background variables in Leadership for Learning of Principals, Professional Capital of Teachers, and Deeper Learning of Students in secondary schools; (2) to investigate the linear structural relationship of Leadership for Learning of Principals, Professional Capital of Teachers, and Deeper Learning of Students in secondary schools; (3) to explore the multilevel mediation effect of Leadership for Learning of Principals, Professional Capital of Teachers, and Deeper Learning of Students in secondary schools. Questionnaire survey was utilised in this study, and 1,237 respondents (including 50 principals, 591 teachers, and 596 students) in 51 secondary schools were random chosen as the research subjects. The data were analyzed by Independent Samples t-Test, Structural Equation Modeling, as well as Multilevel Modeling. The results of this study as below: (1) Principals are more aware of the overall Leadership for Learning of Principals than teachers in secondary schools, there is no significant difference in the overall Professional Capital of Teachers awareness between principals and teachers in secondary schools, students are more aware of the overall Deeper Learning of Students than teachers; (2) Leadership for Learning of Principals has a direct effect on Professional Capital of Teachers, and Professional Capital of Teachers has a direct effect on Deeper Learning of Students in secondary schools; (3) Leadership for Learning of Principals has a mediating effect on Deeper Learning of Students through Professional Capital of Teachers in secondary schools. Based on the major findings, several related recommendations were made for the educational institution and follow-up studies.