過去的領導往往是根植於某些佑定，像是男性主義、象徵性父親、社會交易、階層組、操控、指導、訓示等等。校長領導的實踐被看作就是告訴教師如何實踐而已。然而，近幾年來這種教導式的學校霸權領導形式已經遭受諸多的質疑與批判。授權概念指出了傳統上關於領導見解的狹隘之處，並顯現出教師權力關係的知識性與政治性層面。誠然，授權概念為學校權力關係提出了另一種可行的選擇，讓校長可以重新檢視一下他的「習慣性領導形式」。 本文描述國民小學學校生活中關於知識性與政治性的不平等權力關係。其主要目的在提供一個可以現場實際應用的國小校長授權行為範例。這些範例說明國小校長如何能夠在不必侵害教師的權利與專業的情形之下領導。所謂國小校長授權行為包含?持、助長與實現此三部份。?持意指建構一個適合批判的支持性環境；助長意指鼓勵教師對班級和學校的實際生活提出批判與反省；實現則是指將批判反省的結果具體落實。 本文所發展的國小校長授權行為分類架構，使得授權概念有在國小實地應用的討論空間。而授權的實踐其終極乃在於學校情境中不斷反省批判著：其是否能夠為學校教育所服務的學生提供最大的福址。

　　　　　Traditionally, concepts of leadership are based on assumptions: masculinity, symbolic father, social exchange, hierarchical organization, manipulation, direction, and instruction. Principal leadership practice is regarded as telling teacher how to practice. During the last few years there was considerable criticism of the hegemony of school leadership. The concept of empowerment reveals the narrowness of these traditional concepts of leadership and draws attention to the epistemological and political aspects of teacher power relationship. Empowerment provides a alternative framework for a principal to examine his “routine leadership”. This article describes elementary school life, which focuses on the unequal epistemological and political power relationship. The purpose of this article is to provide field-based examples of empowering elementary principal behavior. The examples illustrate how elementary school leaders can lead without violating the rights and professionalism of teachers. The behavior of empowering principal leadership consists of support, facilitation, and possibility. Support means to create a supportive environment for critique. Possibility means to realize the result of critique. The empowerment taxonomy developed in this article represents an attempt to add a field-based component to discussion. However, only when it is placed in the context of critique of practice for the purposes of better serving the needs of students does it become empowering.