本研究目的希望從試辦教育實驗被肯定的國民小學案例中，嘗試了解下列問題：（一）保守的學校階層組織內，建構式領導模式可能產生雛型嗎？（二）教育試辦改革工作有成效的學校中，其關鍵領導人是否在建立文化、授權、建構意義、領導人培養與專業對話上所表現？研究發現：（一）學校的願景與工作目標非由團體成員共同建置。（二）老師參與決策與學校授權情形從教學角度而言是自主的。（三）行政人員是主導者，尤其校長、主任是關鍵性政策推手與影響人，但是老師團體中也培養了領導人。（四）領導人的溫暖傳達老師能夠了解，卻印象不非常深刻。（五）行政支援方面，老師與領導者的看法差異大。（六）激勵成長與專業對話蓬勃，領導人與老師均認為成長很多。（七）對學校領導人評價為「可以接受的」，建議領導者如能清楚改革方向，給予原則指導更佳。 本研究的結論有四：（一）學校關鍵領導人所行使的領導模式梭巡於階層管理與建構式領導之間。（二）試辦績優學校的建構式領導過程中，部分關鍵性內涵重點雛型已經展現。（三）老師社群工作團隊成立，願意持續成長。（四）中國民族憐格及文化影響組織，使建構式領導的適用性與未來性有其限制。本研究的建議有六：（一） 增加更多的專業討論時間，進行專業對話。（二）鼓勵領導人的關懷與人際關係運作更上一層樓。（三）共同建立願景給與老師選擇的機會。（四）強化領導者專業知識，並尋求外界專業支援。（五）加強校內行政支援。（六）培養具有建構式領導能力的領導人。

This paper explores elementary school leadership by examining how members in two elementary schools of educational innovation. A case study discusses of constructivist leadership and of the ways to encourage teachers in leadership. Results show that both of two schools leaders, teachers involved in leadership processes of teaching, the teachers has more professional growth. In addition to shared decision-making, the teachers were involved in group planning and consensus-building activities for any kinds of innovational curriculum implementation. But the teachers need more instructions and support from leaders （the principal or director）, both of them experience and understand the context and process of leadership that is bureaucratic and understand the context and process of leadership that is bureaucratic model in the organization. Research confirms that central role that the principals goals play in understanding the source of effective practice. But they still want to participate the educational reform in the future. Several suggestions are provided: 1. Holding a long-tern investment for growth and development of colleagues, especially professional seminar and dialogues. 2. Learning from each other in reciprocal relationship, particularly principals’ caring and relationship. 3. Seeking meaning and set up common vision together so that groups or communities make sense. 4. Increasing on the professional growth of principal, and finding expert to help the teachers. 5. Providing sustained support for each other members. 6. developing teachers’ leadership.