本文以變與不變為主軸核心，逐一探究教育的本質、學校系統與環境的脈動關係，以及教育領導人的變革措施，並在變與不變間求取平衡。學生的學習與潛能開發，是重要且不變的教育本質，並透過教師專業發展，及教育領導人的專業引領與堅持，將能更加鞏固及強化教育的本質。然而，環境變遷瞬息萬化，學校需具回應力，方能在變動中延續並發揮教育功能，因此，教育領導人需將學校視為開放系統，系統性思考組織的資源輸入、內部運作整合、成品輸出及回饋訊息，以因應內外部的變化和需求。 在現今環境急速變化下，改變勢在必行，為了增加組織回應變遷的能力，而組織的構成要素在於人，革新關鍵即是觸動人心的轉變，是以，教育領導人要能激發成員的情緒與感受，藉以促動行為改變，帶動以專業為基石的變革，並具備傾聽與同理的溝通協調能力，以對話交流連結成員彼此的生命與意義，從中發展專業社群，進而透過團隊力量，創造源源不絕的生命動能，因應環境變幻莫測的挑戰，並締造教育的共好。

The main purpose of this article is exploring the changeable and unchangeable matters in the school settings. The identity of the school, the relationships between the school system and the dynamics of its surrounding environment, as well as the change measures conducting by the educational leaders are discussed accordingly. It also expresses about how leaders should work on balancing the changeable and unchangeable school affairs. The unchangeable educational identity is students’ learning and development of their potentials. For the purpose of consolidating and strengthening the educational identity, the leaders should lead by their profession and insistency, as well as emphasize on developing teachers’ professions. With respect to the constantly changing environment, schools should have adaptive capacities so as to secure and elaborate the educational functions. Therefore, they should see schools as open systems, systematically considerate schools from the perspectives of resource input, international transformation, products output and feedback loops in order to fit the needs and changes of the internal and external environments. Under the constantly changing environment, the changes are imperative. For enhancing the adaptive capacities of the schools, people are the pivot of the changes so how to touch the spirit of the people is the most important part for conducting changes. As a result, educational leaders should fire up the emotions and affections of teachers in order to initiate change behaviors. They should also make changes on the basis of professions, possess the communicating abilities on listening and empathy as well as provide the opportunities for teachers to communicate meanings and connect to others’ lives. While developing a teachers’ professional community in the school, the energy of teams can be used by the leaders and schools to create unfailing supply of life-force so as to deal with the constantly changing environment and establish mutual good for the education.