本研究探討一位國民小學校長在課程改革之際進行校內教學領導所面臨的挑戰。研究者以自己服務的學校為對象，採用行動研究長期推動學校課程的發展；本研究進行的時間自九十年八月起至九十一年六月止，採用行政引導結合教師專業成長並配合學校教學實務活動的教學領導行動策略，透過直接的教學互動、間接的行政領導以及推動與師院教授的合作，透過學術理論與實務經驗的交流，帶動教師主動學習與彼此分享的風氣。 研究期間研究者與教師、教師同儕之間均曾遭遇一些紛爭與衝突；但研究者並未妥適的消弭這些紛擾與抗拒，雖然學校在各項校務考評中屢獲好評，但學期末卻面臨教師們紛紛請調他校的衝擊。根據研究歷程中所獲得之資料分析，本研究的主要發現如下： 　 一、校長的教學領導會遭遇行政控制與教師專業自主的衝突問題。 二、教師對組織運作的認同度、教師彼此的個性以及同儕制約等個別因素，對校長的教學領導工作有很大的影響。 三、學校會議研討的運作機制，會受教師參與態度的影響，少數極端意見容易在多數沉默下成為共同的結論，形成學校領導者的困擾與挑戰。 四、學校領導者傳遞的訊息與團體成員的解讀有一定的落差，溝通不良極易形成領導者與教師衝突的導火線。 五、領導者過度的技術，目標導向，過度強勢的行政規範會破壞團隊成員的氣氛，導致團隊的崩解。　

This action research addressed the challenges brought by a principal who executed the instructional leadership at one elementary school. This principal conducted this action research, documented the whole process, and analyzed factors which contributed the failure part about his staff. The researcher made the following conclusions: 1. Principal's instructional leadership brought the conflicts between bureaucratic control and teacher's professional autonomy. 2. Teachers' commitment, personality, and peer reinforcement made great impact on the whole process and the results. 3. The information provided by the principal was comprehended differently by the staff. The gap between principal's intention and staff's comprehension caused conflicts between principal and staff. 4. This principal's overemphasizing the technical and objectives-oriented approach destroyed the climate of school and further induced staff collapse.