本研究以自我探究敘事為研究取徑，實驗學校為場域，將創辦實驗學校的課程領導經驗再現並將其意義化。首先回顧與反思實驗學校的創辦過程、形塑文化、課程創新及教學轉化相互影響的經驗故事。然後，透過探究與分析協作者的經驗觀點，檢視以靈性領導為軸心，建構與轉化課程與教學的歷程及校長的自我演進發展，以陳顯實驗學校教育精神與本質。本研究發現如下：
一、靈性領導有助於釋放校長及教師的生命經驗，形塑轉化成為實驗學校文化，鼓勵展現脆弱的狀態並轉化為教學力量，成就全人發展的教師。
二、建立校本師資培育制度促進教師專業成長、培養跨界人力資源帶動教師跨領域的勇氣，校長以靈性領導陪伴教師面對挫折，突破生命經驗使之意義化，成為具有自我創化能力的實驗教育教師。
三、以學生為中心實踐轉化型課程領導，發展實驗學校課程教學模式，賦能授權給予教師、學生、家長以增強學校關係人對實驗課程的理解以提升實驗教育動能性，從「個人我」走向「我們全體」實驗學校的關鍵。
四、透過靈性領導追求創新的教育實驗本質，建構發展理論結合靈性的領導，有助於校長建立自我探究及自我提升成為具有自我轉化能力的課程領導者。
依據發現提出如下建議：
一、以靈性領導為軸心，透過轉化型課程領導及自我演進的理論，可讓「實務我」和「轉化我」的經驗相互印證，邁向自我演進的領導者。
二、面對場域文化、角色期待、目的對象等不同挑戰，校長可創造一方有自由、開放、開闊、疆界、迎納氛圍的空間，造就成為我們全體的學校。
三、透過「自我」的演進經驗，引領教師突破生命經驗及課程創新的限制，有助於學校成員共同經歷自我創化與自我領導的歷程。

This study applied narrative self-study approach to explore how I, as an experimental school principal, combined theories and experience, used transformative leadership and reflective growth to examine my self-evolving for becoming a spiritual curriculum leader. Through the process of “transformative self”, I brought the experience of transformation to the other teachers, leading them to become creative curriculum makers.
The major findings of this study are as follow:
First, using life experiences and spiritual leadersip would help to shape the school culture to create an open, safe and creative working environment to encourage the school teachers.
Second, creating the professional development plans that were individually tailored to the teachers would promote agentic personal growth among teachers and encourage them to make change in their own teaching styles.
Third, a student-centered transformative curriculum leadership would empower students, teachers, parents and other stakeholders in reaching the shared goals for the school development with experimental sprit.
Finally, ongoing self-evolving experience would enlarge the capacities for pursuing personal breakthroughs and becoming an empowered spiritual curriculum leader.
Based on the findings, it is suggested that a school principal should create an open space with a welcoming atmosphere and the freedom for all teachers to experience spiritual breakthrough. In turn, applying spiritual leadership as a core vehicle for bringing everyone together to become collective a self-evolving “We”.

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