由於校園的民主化，過去由上而下的校長指揮式、命令式領導，已逐漸轉型為夥伴關係，因此非指導型的教練式領導（coaching leadership）相當適合於學校場域之應用。教練式領導的領導風格迥異於過去諸多的領導模式，教練式領導強調的是部屬能力的成長與提升其問題解決能力。此外，由下而上的教練式領導亦有別於由上而下的師傅（mentor）領導，而更能激發部屬的工作潛能。基於上述，本文首先探討校長教練式領導的意涵，並將校長教練式領導定義為校長以非指導方式，透過與成員建立信任關係，並應用傾聽、提問與回饋之教練技巧，來協助成員發揮潛能的歷程及促進學校教育目標之達成。本文其次分析傳統領導、師傅與教練式領導的差異，之後敘述教練式領導的過程與模式，接著闡明教練式領導之實務演練並加以評析，最後對校長教練式領導進行省思，以提供中小學校長領導之參考。

With the democratization in schools, the old-fashioned leadership of top-down chain of command from principals has turned into partnership. Therefore, the non-directive coaching leadership is a great fit for school settings. Distinguished from other leadership models, coaching leadership focuses on the growth of competence of subordinates and enhancing problem solving abilities. Furthermore, the bottom-up coaching leadership is also different from the top-down mentor leadership and is able to stimulate the subordinates' potential even more. Based on the above discussion, firstly this article is aimed to explore the meaning of principal coaching leadership, which is defined as the process of principals assisting subordinates develop their potential to achieve educational goals with non-directive methods through establishing trusting relationship, and utilizing coaching techniques, such as listening, questioning, and feedback. Secondly, this article analyzes the differences between the traditional leadership, mentor, and coaching leadership, followed by the description of the process and model of coaching leadership. Next, this article demonstrates and analyzes the application of coaching leadership and finally reflects principal coaching leadership to provide references for leaders in elementary and junior high schools.