： 本研究主要透過國民小學校長的職責與知能分析、校長培育的必要性分析、英美兩國小學校長培育制度分析及我國國民小學校長甄選儲訓制度沿革及優缺點之分析，及調查教育人員及家長會代表對國民小學校長培育制度之意見，以探討我國理想的國民小學校長培育模式。 本研究方法為文獻分析法、問卷調查法及訪談法，問卷調查樣本為臺灣地區二十五縣市國民小學教師、組長、主任、校長、家長會代表、教育行政人員及學者專家等共一二Ｏ二名，樣本回收七Ｏ二份，有效樣本數六八八份，總回收率達58.4%。訪談樣本為國民小學資深校長、新任校長、教育行政人員及學者專家，共十六人。研究工具為自編「國民小學校長培育模式調查問卷」及「國民小學校長培育模式訪談綱要」。本研究統計方法為次數分配、百分比、χ2考驗、變異數分析、及Scheffe法事後比較。 本研究結論如下： 一、理想的國民小學校長培育模式 (一)多數人認為理想的國民小學校長培育模式應採「先訓後選」模式。 (二)不同職務者對於理想的國民小學校長培育模式的看法達顯著差異。 (三)多數人贊成採用多種培育模式並行的方式。 (四)不贊成採用「多種模式並行」者認為「多種模式並行」會產生各種弊端。 二、國民小學校長培育權責問題： (一)國民小學校長培育法制事宜應由教育部統一訂定。 (二)國民小學校長培育專業機構應由設有教育行政研究所或教育學系行政組之大學校院辦理。 三、國民小學校長培育對象資格及產生方式： (一)國民小學校長培育人選應具備教學年資十一年以上。 (二)國民小學校長培育人選應規定其必須具備主任年資或其他教育行政年資三年以上。 (三)校長培育人數應該有計畫地培育。 (四)校長培育人選應由縣市教育局及培育機構共同組織甄選委員會篩選。 (五)國民小學校長培育人選篩選方式有口試、筆試、考績及年資、自傳、性向測驗、EQ量表、人格量表、自評、同儕評量等方式。 四、國民小學校長應修習課程與教學方式： (一)國民小學校長培育課程應屬研究所層級課程。 (二)國民小學校長培育課程應兼採研習時數及學分數方式計算。 (三)國民小學校長培育課程以學分計算者，應修習與研究所相同學分數，以研習時數計算者應修習288個小時(約十二週)以上。 (四)校長培育課程包含「一般教育領域」課程及「教育行政領域」課程。 (五)國民小學校長培育課程應採取的教學方式有實務研討、問題解決方案討論等。 (六)具有碩士學位者仍需參加校長培育課程及校長實習課程。 (七)校長培育機構的師資以聘請由具有國民小學校長、主任或教育行政經歷之大學教授擔任。 五、國民小學校長實習課程與方式： (一)校長實習課程應該安排在修畢職前課程且通過校長甄選或鑑定之後，始進行實習。 (二)校長實習時間以一年全時實習最適當，實施初期先以一個學期實施。 (三)校長實習課程由培育機構與實習輔導校長共同設計。 (四)實習輔導校長產生方式以由縣市教育局及校長培育機構共同推薦分派。 (五)實習輔導校長應具備的條件優先順序依序為「具有良好的教育理念與價值」、「所經營的學校是一所有特色的學校」、「具有教學及行政領導特色」及「善於表達經營學校之知識與技巧」。 (六)實習輔導校長的篩選方式優先順序依序為「透過縣市教育局學校評鑑資料」、「透過教職員意見調查」、「透過校長評鑑資料」及「透過校長意願調查」。 (七)對實習輔導校長實施訓練方式優先順序依序為「辦理實習輔導校長研習」、「提供實習輔導校長參加校長進修之機會」、「成立實習輔導校長工作坊」及「出版實習輔導校長手冊」。 六、完成校長培育課程之檢定： (一)完成國民小學校長培育課程者，須加檢定方授予校長培育及格證書。 (二)完成校長培育課程應採取的檢定方式優先順序依序為「提交校務經營研究報告」、「平時考核及綜合考核」、「筆試」等。 (三)具有校長培育及格證書者，應再參加校長甄選，並經短期儲訓，方可取得校長候選人資格。 七、培育人選費用及差假問題 (一)培育人選學費由學員負擔，但可比照教師在職進修申請學費補助。 (二)現任公立機關學校教育人員參加校長培育課程，由縣市政府甄選培育者，或經縣市教育局核准自行報考獲錄取者，可給予公假。未經縣市教育局核准自行報考獲錄取者，則應請事假或留職停薪。 同時，本研究提出理想國民小學校長培育模式及詳細實施方式。 最後，本研究依研究結果分別提出以下的建議： 一、對建立理想國民小學校長培育制度之建議 (一)校長培育的流程應優先採取先訓後選模式。 (二)校長培育相關法規事宜應由教育部訂定。 (三)設立校長培育機構、除現行教師研習會之外，依地區設立北、中、南、東校長培育中心。 (四)校長培育人選應由縣市政府及校長培育機構組成甄選委員會篩選。 (五)校長培育人選應加強人格方面的篩選。 (六)培育課程採用學分制及時數制，並延長培育時間。 (七)校長實習時間應加長至一學期全時實習。 (八)完成校長培育課程應加以檢定。 二、對進一步研究之建議 (一)發展國民小學校長能力指標，做為校長培育之基準。 (二)研究國民小學校長能力認證。 (三)建立校長在職進修制度。 / The purpose of the study was to explore the ideal model of preparation for elementary schools’ principals by (1) analyzing documents and literatures that deal with their responsibilities, knowledge and capabilities; (2) analyzing the necessity of principal preparation; (3) comparing the school principal preparation system of the United Kingdom and the United States; (4) analyzing the history, forte, and shortcoming of the selection and pre-service training system for the elementary school principal; and (5) to survey the opinions of different members of the education community and parents. The method of the study entailed the analysis of document, questionnaires survey, and interviews. There were 1202 questionnaire total issued and 688 effective samples were acquired. The sample including teachers, principals, parents, administrators, and professors. There were 16 interview samples included principals, educational administrators, and professors. The instrument were “ Questionnaire for the Principal Preparation Model of Elementary School.” and “Interview conspectus for the Principal Preparation Model of Elementary School.” The data gathered from questionnaire are analyzed by frequency distribution, percent, Chi-Squire test, one-way ANOVA, and posteriori comparisons. The conclusions drawn from the study results were as follows: 1.The ideal principal preparation model for elementary school principal. (1)The samples indicated that the ideal principal preparation model is “training before selection model ”. (2) There were significant differences in ideal principal preparation model among samples who were in different positions. (3)The majority of samples agreed that varied principal preparation model could be used in the same time. (4)The reason for opposition to the use of a varied model was that it would produce many abuses. 2.The authority and responsibility of principal preparation. (1)The Ministry of Education must make the legislation of preparing principal. (2)The ideal institution for principals’ preparation should be the universities having graduated program for education administration or department of educational administration. 3.The conditions of the principal preparation candidate and the ways to screen. (1)The qualification of candidate shall have at least teaching experience for 11 years. (2)The qualification of candidate shall precondition of administration experience more than 3 years.(the same as above). (3)The quantity of prospective principal must be programmed. (4) The selecting committee should include local Education Bureau and preparation institutions. (5)The ways to screen the candidate are oral examination, written test, merits and experiences, autobiography, aptitude test, emotion quotient test, charactation test, self-judgment, and same generation judgment. 4.The programs and teaching styles of preparing principals: (1)The program should be graduate level. (2)The program can be designed both by semester hours and study hours. (3)The program credit hours required should be the same with graduate school’srequirement, or more than 288 hours. (almost about 12 weeks). (4)The principal preparation program must include educational professional courses and educational administration courses. (5)The instruction strategies of principal preparation are discussions, problem solving, and case studies. (6)The candidate who has had master degree still need to take the preparation program and internship. (7)The best inductors (instructors) of preparation principal program are the professors who have the experience served as elementary school principal or related position. 5.The principal internship (1)The principal internship must be offered after the pass of candidate’s preservice program and principal selection. (2)The ideal duration of internship is one-year full-time internship or no less than one semester. (3)The courses of internship must be designed by graduate institutions and the mentors. (4)The mentors must be select both by local education bureau and principal preparation institution. (5) The selecting criteria of mentors are the following: have good educational vision and virtue, be effective administration, have fortes in teaching and leading, and have the ability to share skills and knowledge with a novice. (6)The approaches of selecting mentors are: schools’ evaluation report, faculty’s opinion survey, principals’ evaluation report, and principals’ opinion survey. (7) Mentors’ training approaches are: in-service training, workshop, and handbook publication. 6.The examination of principal preparation program: (1)Those who have finished the principal preparation program must pass examination to get the principal certification. (2)The methods of examination are: have a turn paper about school management, quiz and final examination, and written test. (3)Those who have passed principal preparation program still need to participate the principal selection and have a short-term pre-service training, then, can get the qualification of principal candidate. 7.The fee and vacation (1)The candidate must pay the principal preparation program, but he/she can get the bounty from the government. (2)The public school teachers or government officers who were nominated by government to participate in principal preparation program, can had a duty free vacation. Otherwise, they must use their own vacation. Finally, the study brought up an ideal model of principal preparation and some concrete suggestions of performance. The suggestions of this study are: 1.The suggestions to establish ideal principal preparation program: (1)The principal preparation model should be “train before selection”. (2)The Ministry of Education must make the legislation of principal preparation. (3) The government should establish northern Taiwan’s, central Taiwan’s, southern Taiwan’s, and eastern Taiwan’s principal preparation center. (4)The selecting committee must include local Educational Bureau and the preparation institution. (5) Respecting the principal　candidate’s personality screen. (6)The program can be design both by semester hours and study hours. (7)The duration of internship must prolong to one semester full-time internship. (8)Those who have finished preparation program must be tested. 2.The suggestions for future research: (1) Develop ability criteria of elementary school principals. (2) Research the accreditation systems of elementary school principals. (3) Establish the in-service training system.