本研究基於「亂流理論」與「多元架構領導」兩者對於變革與領導的正向觀點，提出雙方「合則兩利，功能升級」的假定，藉由瞭解學校領導者對於兩種理論整合運用的看法和感想，據以進行研究假定的實徵檢證。本研究採行質性的個案研究途徑，從研究者所授課之學校行政在職碩士專班的畢業學員中，立意邀請五位主任、三位校長共八位現職國小學校行政人員，借助其豐富的學校行政領導經驗，以工作坊與焦點團體形式，進行兩種理論的交叉配對反思與討論，進而整理歸納參與者的觀點和意見。根據實徵文本資料分析，兩種理論的整合運用具有三項優勢和特色，包括「兩者彼此前呼後擁、相輔相成」、「兩者論述貼近學校領導與變革的真實脈絡」以及「兩者配對矩陣可做為學校領導者的決策檢核表」；而關於兩種理論的整合運用有待修正及補強之處，計有「亂流理論的區分、定義與衡量仍可再精緻化」與「亂流層級的主客觀認定議題」等二項。本研究最後提出結論和相關啟示，並以一具體案例之分析供予學校領導與變革之理論與實務的參考。

This study aimed to engage in an empirical investigation on school leaders’ comprehensive perspectives of adopting both turbulence theory and multi-frame leadership model on change and leadership within school settings. Applying the qualitative case study approach, workshops and focus group interviews were held involving five directors and three principals from different elementary schools, who graduated from the master program in school administration where the researcher serves, to discuss and reflect upon the cross match of two theories as they may be applied to change and leadership. Accordingly, both theories’ practical application encompassed three advantages: “both theories interactively match with each other,” “both theories correspond to the authentic context of school leadership and change,” and “the matching matrix of both theories could serve as school leaders’ decision check list;” meanwhile, there were two issues that needed to be noticed and examined, including “the differentiation, definition and measurement of turbulence levels,” and “the subjective identification of turbulence levels.” This study concluded by proposing practical implications of applying theory into practice of school leadership and change.