國科會（現為科技部）專案計畫三年計畫「國民小學校長教學領導權責概念與運作之研究」的第二年計畫，其研究焦點為「教學領導運作之責任」層面。本研究係透過學校訪談方式，共訪談新竹縣市3 所國民小學校長、主任及教師共9 位，研究聚焦於探討國小校長在執行教學領導時，其所運用的責任類型、搭配各種權力使用之責任類別，以及當責之層級運用。重要的研究發現共計五項，包括：（1）受訪的三位校長的教學領導作為較強勢，屬於直接領導類型，但大多是在提供大方向與核心概念時展示直接領導的作為，（2）在執行教學領導作為時，受訪校長大多採用「賦權當責」的方式，將重要任務託付可信任的專業成員執行，並要求其當責，（3）研究發現不同的責任屬性有交互轉換與擴散的現象，例如由分責到當責，或當責到分責，但受限於受訪學校數，目前僅發現有分責擴散至當責的現象，尚未發現有當責退縮為分責的情形，（4）研究發現兩所學校的校長S5 與S6 均採用校長當責到夥伴分責，再進一步推展至夥伴當責的責任作為，（5）在當責的層級部分，本研究發現S3 校長著重「個人當責」，而S6 校長則較重視「團隊當責」。

This study is the second-year study of a comprehensive three-year research program, with its major focuses on exploring the nature and concept of accountability and responsibility and their application in the area of instructional leadership within elementary schools , through a design of interview of 9 elementary principals. directors and teachers. The major findings are as follows: 1. Three principals all demonstrated direct instructional leadership behaviors on the area of direction-guiding and conceptualization. 2. Three Principals all adopted ＂empowerment with accountability＂ strategy and let the trusted and professional experts to implement operational tasks. 3. This study forund that accountability and responsibility can be exchanged and furthermore, people with responsibility can be encouraged to be more accountable for their works. . 4. Both principals serving S5 and S6 adopted ＂hold principal accountable first and then facilitate partner responsible and finally hold partner accountable＂ model to implement instructional leadership tasks. 5. In terms of the level of accountability, this study found that S3 principal focused on ＂personal accountability＂, while S6 principal emphasized more on .＂team accountability＂.