本研究旨在探究國民小學師傅校長教導課程與永續領導能力之關係。本研究方法為文獻分析法、問卷調查法及後置訪談及座談法，問卷調查樣本以臺灣地區各縣市公立國民小學校長為研究對象，共1000人，樣本回收732份，回收率達73.2%；樣本可用726份，可用率達72.6%；焦點團體座談係邀請曾經接受過師傅校長教導之現任公立國民小學校長參加。研究工具包含採用之「國民小學師傅校長教導課程調查問卷」、自編之「國民小學校長永續領導能力調查問卷」及「國民小學師傅校長教導課程與永續領導能力座談大綱」。本研究統計方法為描述性統計、t考驗、單因子變異數分析、皮爾森積差相關分析、多元逐步迴歸分析、結構方程模式（SEM）分析及內容分析等方法進行分析討論。根據研究結果與分析後歸納之研究結論如下： 一、師傅校長教導課程含瞭解學校、就任校長、推動校務、化解衝突與生涯發展。 二、永續領導能力含深廣學習、分佈領導、社群連結、資源凝聚與延續傳承。 三、師傅校長教導課程的得分程度佳，並以「推動校務」課程得分最高，而「就任校長」課程得分最低。 四、校長永續領導能力的現況得分程度佳，並以「資源凝聚」能力表現最佳，以「深廣學習」能力得分最低。 五、校長背景變項中，性別、最高學歷在師傅校長教導課程看法的差異達顯著水準，但年齡、年資、學校規模、受訓地點、學校區域未達顯著差異。 六、校長背景變項中，年齡、年資、學校規模、學校區域對知覺永續領導能力的差異達顯著水準，但性別、最高學歷、受訓地點未達顯著差異。 七、師傅校長教導課程得分高分組者，在永續領導能力得分顯著優於中、低分組；師傅校長教導課程得分中分組者，在永續領導能力得分顯著優於低分組。 八、師傅校長教導課程與永續領導能力間呈顯著正相關。 九、師傅校長教導課程對永續領導能力具有中度預測力，且以生涯發展課程最具有預測力。 十、師傅校長教導課程對永續領導能力的模式經驗證後適配度佳，具有顯著影響力。 最後，本研究依研究結果分別提出以下建議： 壹、對教育行政機關的建議 一、校長培訓的課程應嵌入師傅校長教導及永續領導能力。 二、校長培訓課程應增加推動校務、生涯發展課程，以及深廣學習、延續傳承、分佈領導能力。 三、應加強小規模學校校長之永續領導能力。 四、擬定師傅校長教導課程之具體大綱及內容。 五、重視師傅校長的遴選、訓練、配對、教導與評鑑。 六、舉辦校長永續領導能力涵養之研習進修活動。 七、統合相關資源，以建置校長資訊提供及發展之網絡。 貳、對國民小學校長的建議 一、建置校長經驗分享平台，以幫助其成長與發展。 二、組成校長專業社群以增進交流、激盪與對話。 三、鼓勵退休或資深優秀校長擔任師傅校長。 四、強化永續領導的觀念，從學校長期發展進行思維。 五、掌握校務發展的持續性及計畫性的變革步調，延續重要計畫。 六、瞭解學校具有長期時間與寬廣空間之影響力。 七、注重專業知能與實踐能力，以持續進修達成自我之提升。 / The main purpose of this research is to study of relationship of principal’s mentoring curriculum and principal’s sustainable leadership in elementary school. The research methods used was literature review, questionnaires investigation, focus group sessions. The research instrument was distributed to 1000 elementary public school principals all over Taiwan and 726 valid samples were used in this study. The data obtained was interpreted using descriptive statistics, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation, Multiple Regression and SEM model through the use of LISREL 8.71, and content analysis. The conclusions drawn from the study were as follows: 1. The principal’s mentoring curriculum includes: understanding the school, taking up the post of a principal, promoting the administrative affairs of schools, dissolving the conflict and career to develop. 2. Sustainable leadership of an elementary school principal includes: deep and broad to study, distributed leadership, community link, getting resources and conservation. 3. The mentoring curriculum “promoting the administrative affairs of schools” rank first and “taking up the post of a principal” rank last. 4. All the elementary principal sustainable leadership abilities received a positive outcome and “getting resources” rank the highest, “deep and broad to study” rank last. 5. The elementary school principal’s background demography sex and education incurred a significant difference with all the mentoring curriculum. 6. The elementary school principal’s background demography age, years in service, school size, and school district incurred a significant difference with all the sustainable leadership abilities. 7. Elementary school principals who got high score on the mentoring curriculum were gotten better score in the sustainable leadership than low and middle ones, who got middle score on the mentoring curriculum were gotten better score in the sustainable leadership than low ones. 8. The mentoring curriculum for an elementary school principal is positively correlated with the sustainable leadership. 9. The mentoring curriculum for an elementary school principal could positively predict. 10. The model of mentoring curriculum to sustainable leadership for an elementary school principal is proper. In the last, based on the research results, the researcher propose some suggestions for “Educational Administrative Agencies” and “principal of elementary schools”, hoping to benefit the of the school principal preparation systems in the future.