本研究旨在探討十二年國教下高中校長政策領導之現況、所面臨之影響因素及其所採取之行動策略。為達研究目的，本研究透過個案研究設計，選取臺北市一所具研究代表性的高中為個案學校。並且，透過訪談個案學校校長及相關重要人士，以及相關文件之蒐集來獲取研究資料。最後，將研究資料進行分析與統整後，提出本研究結論與建議，以作為改善十二年政策實務之參考，並供相關教育人員政策領導之借鏡。

本研究之結論歸納如下：
一、校長政策領導，能轉化十二年國教變革挑戰為學校發展契機
二、校長政策領導，能催化十二年國教高中職社區化及108課綱目標的實現
三、校長政策領導採取「政策溝通」行動策略，能緩解政策文本不清及規劃不全之影響，強化成員及家長對政策的掌握
四、校長政策領導採取「資源整合」行動策略，能應對教學空間及師資經費不足之影響，有效化解資源不足的困境
五、校長政策領導採取「士氣激勵」行動策略，能化解成員壓力及投入意願低落之影響，有效提升成員執行的意願
六、校長政策領導採取「專業支持」行動策略，能尊重成員專業並鼓勵社群發展，有效提升成員應對政策變革的能力
七、校長政策領導採取「組織認同」行動策略，能改善教師文化偏消極之影響，增強成員對實現學校組織目標的投入
八、校長政策領導採取「樹立典範」行動策略，能以身作則成為成員學習典範，有效取得成員追隨與信任
九、校長政策領導採取「衝突管理」行動策略，能預防政策多元利害關係衝突之影響，促進政策執行的順利
十、校長政策領導採取「關係經營」行動策略，能增進與鄰里社區及其它教育單位的連結，有效提高學校能見度與競爭力

關鍵詞：十二年國民基本教育、政策領導、校長政策領導、校長領導

The purpose of this study is to explore the present state of senior high school principal policy leadership under the national 12-year basic education system, the factors that influence this and action strategies that have been adopted. To achieve these objectives a case-study model is employed, using a representative senior high school in Taipei. Research data has been obtained through interviews with the principal of the school and other relevant and important figures, and through the collection of relevant documents. Finally, after analyzing and synthesizing the research data, this study puts forward its conclusions and suggestions as a reference for policy practice, and as a model for related education personnel to build policy leadership upon.

The conclusions from this study are summarized below:
1. The Principal's policy leadership can transform the challenges of the 12-year Basic Education Curriculum Guidelines Reform into opportunities for school development.
2. The Principal's policy leadership can catalyze the high school integration with the local community for the 12-year Basic Education and achieve the 2019 Curriculum Guidelines goals.
3. The Principal's policy leadership is a strategic action of "policy communication", which can alleviate the impact of unclear policy text and incomplete planning, and strengthen members' and parents' mastery of policies.
4. The Principal's policy leadership is a strategic action of "resource integration", which can address the impact of inadequate teaching space and funding while effectively resolving the dilemma of insufficient resources.
5. The Principal's policy leadership is a strategic action of "giving a boost to the morale", which can address the impact of low members' stress and commitment while effectively enhancing members' willingness to perform.
6. The Principal's policy leadership is a strategic action of "professional support" that respects members' professionalism and encourages community development, effectively enhancing members' ability to respond to policy change.
7. The Principal's policy leadership is a strategic action of "organizational identification", that can improve the negative attitude of a teacher culture and enhance members' full commitment to achieving the school's organizational goals.
8. The Principal's policy of leadership is a strategic action of "setting a good example" for members to learn from and follow, effectively gaining their followers and trust.
9. The Principal's policy leadership is a strategic action of "conflict management" that prevents policy stakeholders from conflicts of interest and promotes smooth policy implementation.
10. The Principal's policy leadership is a strategic action of "managing interpersonal relationships", which can enhance the connection with the neighborhood community and other educational units while effectively improving the school's visibility and competitiveness.

Key words: national 12-year basic education, policy leadership, principal policy leadership, principal leadership

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