本研究旨在探討小學校長在推動學校實施九年一貫課程時的變革領導，研究對象為五位小學校長，資料蒐集方式以深度訪談為主。研究結果顯示小學校長的變革領導角色包括理念倡導、工作指引、提供支持、工作環境營造、教師成長及歷程檢核；而其變革領導策略與各校的情境因素有密切關係。依研究發現，研究者建議將九年一貫課程的實施視為學校組織變革的歷程，校長的變革領導策略要能與學校情境因素配合並予教師較大的自主性。本研究最後建議以質性研究途徑，建構符合國情的變革領導理論。

　　　　　This study was intended to explore elementary school principals' change leadership when they were facilitating the implementation of a new school curriculum project. Research questions include how school principals interpreted their role in leading school change and what their change facilitation strategies were. Five purposively selected elementary schools were invited to participate in this study. A series of deep interviews were conducted with each of the five selected principals on a regular basis during a period of one school year. Data analysis results reveal that the principals considered their change leadership role as providing vision, programming change process, providing support, establishing work environment, promoting teachers' professional growth, and checking on change progress. Principals' change facilitation strategies were found to be strongly associated with the way principals interpreted their school contextual factors. The researcher suggests that the implementation of the new curriculum project be considered as a change process and qualitative research method is recommended as an appropriate approach for constructing change leadership theory based on local context.