二十一世紀是一個環境變遷快速的時代，組織必須隨時掌握外部環境與內部環境的變化，以快速回度環境與市場需求，維持其競爭優勢。因此，本研究主要目的即以動態能耐觀點為基礎，發展適用於學校組織動態能耐評量工具，進而以之做為評估學校組織動態能耐之工具，並對國內之高級中學與高級職業學校進行調查，以瞭解當前高中職之現況，並提出結論與建議。 在量表發展上，本研究以文獻分析與德懷術進行指標建構，完成後並以信度分析、探索性因素分析及二階驗證性因素分析來檢證其信度與效度。最後發展而成之量表共計七個層面，分別為行政整合、定位、科技應用、學習、創新、知識管理與策略彈性。研究結果顯示本研究所發展之「高中職動態能耐量表」具有良好之信度與效度，可做為高中職之動態能耐評量工具。在高中職之動態能耐現況部分，則採用調查研究法在進行，分層隨機抽取60所公私立高級中學及高級職業學校，共寄出996份問卷，回收有效問卷為690份。調查結果以t考驗、變異數分析等統計方法進行資料處理。 本研究之主要發現有以下幾點： 一、高中職動態能耐量表具有良好之信度與效度，且可由七個層面47個細項指標加以評量； 二、高級中學與高級職業學校之動態能耐沒有顯著差異； 三、私立學校之動態能耐高於公立學校，在「位置」、「知識管理」與「策略彈性」等三個層面之差異達統計顯著水準； 四、成立歷史較悠久之學校具有較佳之動態能耐。； 五、規模太小之學校其動態能耐偏低，競爭優勢不如規模較大之學校； 六、偏遠地區之學校其動態能耐明顯低於都市與鄉鎮地區之學校； 七、男性學校教育人員之動態能耐知覺明顯高於女性學校教育人員； 八、年齡較大之學校教育人員其動態能耐知覺顯著高於年齡較小者； 九、擔任行政職務之學校教育人員其動態能耐知覺高於一般學校教育人員； 十、不同教育程度之學校教育人員其動態能耐之看法沒有顯著差異； 十一、資深之學校教育人員其動態能耐知覺程度明顯高於資淺之學校教育人員； 十二、高中職在「科技應用」層面之表現最佳，而在「知識管理」層面之表現則有待改善。 根據以上之研究結果，本研究提出以下建議，以供未來量表應用、在教育行政機關決策、學校運作與未來研究時之參考： 一、對學校組織動態能耐量表應用之建議 1.應善用動態能耐量表做為組織進步之學校營運引導指標。 2.應進一步確認量表與模式之適當性。 二、對教育主管機關之建議 1.應隨時監控大環境之變化，擬定適當之政策並快速將訊息傳達給學校單位。 2.應致力降低偏遠地區學校與都市、鄉鎮學校之差距。 3.應適度調整公立學校與私立學校之教育資源分配，以使學生享有平等之教育資源。 三、對高級中學與高級職業學校之建議 1.應建立完善之資訊蒐集系統，以強化學校之動態能耐。 2.應增加學校成員參與行政事務之機會。 3.應加強行銷策略，以增進學校信譽資產之優勢。 4.應定時檢視學校之優勢與劣勢，以避免核心僵固的情況發生。 5.應建立學校之知識管理分享文化，以增進創新之能量。 6.應設法留住優秀與經驗豐富之學校教育人員。 四、對未來研究之建議 1.就研究對象方面，可擴大研究對象。 2.就量表施測方面，應佐以相關客觀資料與專家學者之評比進行結果分析。 3.就研究方法方面，在專家意見整合方面可改用焦點團體法或腦力激盪法；在意見調查方面可兼採質化方法。 4.就研究工具方面，可進一步進行量表之修正與驗證。 5.就研究內容方面，可研究動態能耐與其他變項之關係。 / The dynamic capabilities approach is promising in terms of future research potential and as an aid to management endeavoring to gain competitive advantage in increasingly demanding environment. Dynamic capabilities identifying new opportunities and help organizations organize effectively and efficiently in regimes of rapid environments changes. The term ‘dynamic’ refers to the capacity to renew competences so as to achieve congruence with the changing outer environment; the term ‘capabilities’ emphasizes the abilities in appropriately adapting, integrating, and reconfiguring internal and external organizational skills, resources ,and functional competences to make the requirements of a rapidly changing environment. The purpose of this study was to develop an inventory of dynamic capabilities that apply to the senior high schools and senior vocational schools in Taiwan. This research was conducted under two processes. At first, the fundamental indicators of the inventory were constructed under the groundwork of literature review and Delphi method. The inventory was examined with several statistical methods such as reliability analysis, exploratory factor analysis and confirmatory factor analysis. The result showed that the self-constructed dynamic capabilities inventory was with good reliability and validity. Secondly, the inventory was sent to 996 senior high schools’ personnel in Taiwan and 690 valid questionnaires were returned and analyzed by SPSS For Windows 12.0 version at .05 significant level. Statistical method such as descriptive statistics, t-test and one-way ANOVA were adapted to data analysis. Major findings include the following： 1. The dynamic capabilities inventory that constructed by researcher is with fine reliability and validity and could measure schools’ dynamic capabilities with seven dimensions. 2. There is no difference between the dynamic capabilities of senior high schools and senior vocational schools. 3. The dynamic capabilities of the private schools are significantly higher that the public schools. 4. Schools that with longer history have greater dynamic capabilities. 5. The small- scoped schools have less dynamic capabilities. 6. Schools that located in remote area have less dynamic capabilities than the schools located in the city. 7. The perception of dynamic capabilities of male school personnel is significantly higher that the female school personnel. 8. Elder personnel have higher perception of dynamic capabilities than the younger personnel. 9. Personnel serve in administration sections have higher perception of dynamic capabilities than the personnel who are not served in administrative sections. 10. Educational background is not a decisive element to the perception of dynamic capabilities. 11. The senior school personnel have higher perception of dynamic capabilities. Based on the findings, several recommendations were made for the application of DCI-S, for the superior authorities, for the senior high/vocational schools as well as for further research.

本研究旨在建構優質學校校園營造指標及其指標細目，並研究指標及指標細目之相對權重、整體權重，以提供各校進行校園營造之具體明確方向。為達上述研究目的，首先本研究以文獻分析為基礎，初擬優質學校校園營造指標，接著採專家審查、模糊德懷術及層級分析法進行調查。 　　專家審查問卷以學者專家、臺北市優質學校校園營造及新北市卓越學校環境營造獲獎校長為對象，共發出16份問卷，回收有效問卷16份；模糊德懷術問卷共發出16份，回收有效問卷16份，經統計分析刪除未達門檻值之指標細目，建構出優質學校校園營造指標架構。另以前揭調查結果為基礎編製層級分析法問卷，共發出16份問卷，回收有效問卷13份，以調查各指標項目、指標及指標細目之相對權重與整體權重。 本研究主要研究結論如下： 一、以模糊德懷術建構之優質學校校園營造指標分為4個項目、16個指標和59個指標細目。 二、優質學校校園營造指標項目以「安全健康」最重要。 三、優質學校校園營造指標「安全健康」項目以「1.1安全無虞的環境設施」最重要、「人文藝術」項目以「2.1人文的學校建築風格」最重要、「自然科技」項目以「3.1 自然的綠色建築環境」最重要、「學習資源」項目以「4.1 可操作學生學習資源」最重要。 四、指標下之相對權重分別以「1.1.1 校地安全，校舍建築結構良好（如耐震性等），設施堅固安全」、「1.2.1 辦公室配置鄰近教學區，能有效督導校安，並達緊急應變之效」、「1.3.2 能依課程教學需求設置體能活動設施，並有效提升學生體能、促進健康」、「1.4.2 提供數量適足、情境優雅、舒適通風、整潔的廁所及安全衛生的飲用水」…等指標細目最重要。 五、優質學校校園營造指標整體權重以「1.1安全無虞的環境設施」、「1.2整合的安維管理資源」、「1.3健康的體能活動設施」、「1.4舒適的生活休憩環境」、「4.1可操作學生學習資源」等指標最重要。 六、優質學校校園營造指標細目整體權重以前20名指標最重要，占整體權重47.82%。 　　最後，本研究依據研究結果提出建議，提供未來教育行政機關、學校及未來研究有關優質學校校園營造指標評估及使用之參考。 / This research was aimed to construct the indicators of campus management and their corresponding priority weights, in order to provide the concrete directions for shools. To achieve those research purposes above, this research first based on the analysis of documents to establish relevant indicators about campus management, and adopted three methods: Expert Survey, Fuzzy Delphi and the Analytic Hierarchy Process (AHP) to survey. The samples of Expert Survey contained 11 experts and school principals who aquired the award of campus management of Quality School in Taipei city or the award of Excellent School in New Taipei city, and 11 valid samples were collected. In order to select the applicable indicators, individual answers of 16 experets and principals are analyzed by “Fuzzy Delphi” method. Through the statistical analysis, the indicators which were lower than the threshold value were eliminated, and the outline of the indicators of campus management of Quality School was established. Based on the result of Fuzzy Delphi survey, the questionnaire of AHP was compiled, and 13 out of 16 samples were collected. The main conclusions obtained were as follows: 1. The indicators of campus management of Quality School included 4 dimensions, 16 indicators, and 59 subordinate indicators. 2.“Security and health” is the most important dimesion. 3. “1.1 safe environments and facilities” was the most important indicator in the dimension of “security and health”; “2.1 humane school building style” was the most important one in the dimension of “humanities amd art”; “3.1 natural green building” was the most important one in the dimension of “nature and science”; “4.1 operable sduty resources for students” was the most important one in the dismension of “study resources”. 4. “1.1.1 safe school lands, nice structure of school buildings, and solid facilities”, “1.2.1 office near the teaching area”, “1.3.2 Setting up physical activity facilities according to the need of curriculum and teaching”, “1.4.2 providing sufficient, ventilative, and tidy restrooms and healthy drinking water ”, and … were the most important subordinate indicators in each indicator. 5. Regarding the overall priority weights of the indicators, “1.1 safe environments and facilities”, “1.2 intergrated resources of security maintenance”, “1.3 healthy physical activity facilities”, “1.4 comfortable living environments”, “4.1 operable sduty resources for students” , and … are the most important ones. 6. As for the overall priority weights of the subordinate indicators, the top 20 are the most important ones, and they accounted for 47.82% in the overall priority weights。 Finally, according to the research results, the suggestions are provided the education authorities, schools, and future researches to review and to use the indicators of campus management of Quality school.

隨著網際網路與資通訊科技的高度發展，企業打造多元的APP改變經營模式，同時政府機關為了提升政府運作效能與國家競爭力，亦設置了多元的行動化服務。新服務模式跨越了傳統時間與空間上的限制，對於傳統的代議政治體系中提供了更符合公民直接參與的機會。近年來，電子化政府的發展更被廣泛地賦予民主意涵，電子民主成為公民參與與政府治理之新溝通模式。 本研究透過電子公民參與相關研究文獻之彙整，盤點及歸類現行中央與地方政府所提供的APP服務與電子公民參與之間的關係。再者，根據分類的結果，針對擁有電子化決策參與精神的APP服務建構評估指標，本研究挑選臺北市長信箱以及阿倫Online作為參照個案，同時彙整網站服務品質指標、國內外電子化政府評估研究、政府服務滿意度評估研究、電子商務滿意度研究、首長信箱滿意度評估架構，以及結合網路資源等六類文獻，提出政府APP評估構面與操作化指標，並透過兩回合的結構式問卷訪談修改指標架構及內容。 本研究經結構式問卷訪談進行資料收集後，將政府APP評估構面與操作化指標區分為兩大主構面：系統品質以及公民參與與服務品質。前者，進一步細分出（1）視覺設計、（2）易用性、（3）安全及隱私等三大次構面，其中，視覺設計共有九項指標，如：APP名稱清楚明確，並能凸顯其具備陳情抱怨的特質、APP簡單整潔；易用性共有十九項指標，如：APP在點選後3秒內，能執行完畢、APP的功能簡單、便利；安全及隱私共有四項指標，如：APP所需的資訊與權限可以被接受、APP所需的個人資料項目可以被接受。 後者，細分出（1）互動及回覆內容品質、（2）有用性、（3）反應性、（4）效能感等四大次構面。其中，互動及回覆內容品質共有四項指標，如：主管單位回覆的資訊是充足的、主管單位的回覆是正確的；有用性共有三項指標，如：相較於臨櫃服務、1999與網頁版首長信箱，APP能更快速解決我陳情抱怨的問題、無須再透過其他系統或平台申辦帳號密碼，便可完成陳情抱怨程序；反應性共有六項指標，如：透過APP，政府機關能快速地接收到我的陳情、主管單位的回覆語氣與方式親切有禮；效能感共有三項指標，如：陳情通知或回覆的內容，讓我覺得主管單位了解我的困難及問題癥結、我認為主管單位的通知或回覆內容係針對我的需求與問題提供服務。總計有二大主構面、七大次構面，以及四十七項指標。同時依據每項指標對於APP意義程度上的差異，將指標區分為基本指標（must have）以及進階指標（good to have）兩種層次。 期望本研究建構的指標架構，除了可做為未來政府機關開發電子化決策參與APP的參考依據外，同時有助於主管機關改善及永續現行APP之經營與發展，並且強化APP的安全機制，邁向資訊開放及運用。後續研究可深入探討無障礙與安全性指標內容設計，待部分指標進一步操作化後，可運用德菲法讓指標項目具一致性，並採用AHP搭配深度訪談擬定指標權重，最終以大量發放問卷了解指標合適度以及了解APP的發展現況。 / The expansion of the Internet and the fast development of information communication technologies (ICTs) have changed service deliveries of enterprises and government organizations. Many enterprises change the service model with creating a variety of APPs. Government organizations, meanwhile, provide multiple mobile services in order to maximize the competitive advantage of nations. A novel service model breaks restrictions on time and space, providing the opportunity of direct democracy for the public. Lately, the development of electronic government is entitled to extensive democracy, and electronic government becomes a new communication model. In order to realize the meaning of e-democracy and the development of governments’ online services, this research reviews the literature of electronic democracy. The author use three dimensions, including ‘electronic information’, ‘electronic service and consultation’, and ‘electronic decision making and participation’, to categorize APPs created by central and local governments. Base on the previous findings, this research selects electronic decision making and participation of APPs to construct indicators. The author reviews six types of literatures, including web service quality indicators, electronic government assessment, governmental service quality research, electronic commerce satisfaction, mayor's email-box satisfaction, and Internet resources to establish indicators of governments’ APPs. The framework and contents of indicators are revised by implementing two rounds in-depth interviews with the questionnaire. According to empirical data, this research separate indicators into two dimensions, including System Quality and Citizen Participation & Service Quality. The System Quality has three sub-dimensions, including Visual Design, Ease of Use, and Security & Privacy. Visual Design has nine indicators, such as the accuracy of APPs’ title, the simplicity of APP, etc. Ease of Use has nineteen indicators, such as the response time less than three seconds, the simplicity of APPs’ functions, etc. Security & Privacy has four indicators, such as the authority of being acceptable, proper personal informations, etc. The Citizen Participation & Service Quality has four sub-dimensions, including the Contents’ Quality of Interactions, Usability, Responsiveness, and Efficacy. The Contents’ Quality of Interactions has four indicators, such as the sufficiency of governments’ reply, the accuracy of governments’ reply, etc. Usability has three indicators, such as relative to APPs’ deal of speed than counters, 1999, and the mayor's email-boxes, applying for accounts directly in APP, etc. Responsiveness has six indicators, such as immediately response, courteous reply, etc. Efficacy has three indicators, such as understanding of the petition, customize services, etc. To sum up, indicators of government APPs have two dimensiosns, seven sub-dimensiosns and forty eight indicators. Base on those indicators, and this research further categorizes them into ‘must have’ and ‘good to have’. This framework of indicators is expected not only becoming the reference for government organizations creating APPs in the future but also improving service quality of APPs nowadays. Moreover, it is important that having to strengthen APP’s security and privacy, then governments could open data from citizen complaints and use them to create new value. Future research could explore the disability and security aspects of indicators. Moreover, future research could consider operationalize a part of indicators, and then adopt Delphi and AHP to measure robustly the consistency and weighting of indicators. Finally, the author expects the follow-up studies could conduct questionnaires to realize the fitness for indicators and condition of APP’s development.

在快速變遷的社會中，我國正處於關鍵性的轉型期，在此重要過程裡，政府多年來的 努力目標乃積極著重於行政革新的推動與行政效率的提升，各級行政機關也不斷地提 出各項革新措施。過去種種努力雖有一定的價值展現，但卻始終無法以具體指標與量 化資料評估出行政機關的整體績效，或與其他同性質機關相互比較。然而一般民眾則 普遍認為政府行政效率及效能實遠低於民營企業。 針對此項革新議題，本文乃以「行政機關生產力」為題進行研究，嘗試就具體指標建 構及各種衡量方法的探討，實際瞭解政府行政運作績效，進而提升行政機關生產力， 俾以帶動國家整體發展。 本文共乙冊，計約十萬字，分為六章十六節。 第一章緒論。說明研究背景及研究架構。 第二章行政機關生產力的意義。經由生產力基本內涵的討論，闡述行政機關生產力的 定義，並提出一分析模式。 第三章指標建構。分由行政效率及行政效能兩重要變項，據以建構行政機關生產力指 標及適用上的檢討。 第四章衡量方法。敘述各種生產力衡量模式，並建議一套生產力指標的衡量方法。 第五章衡量實務。引述美國政府生產力衡量經驗，再以我國「科學園區管理局「個案 進行實證研究。 第六章結論。回顧與檢討，最後提出增進行政機關生產力的努力方向。

在目前相關文獻中，在全球治理架構下所制定的政策，必將對於各國內部相關政策造成影響。然而，這樣的聯想常被視為是理所當然，卻鮮有實證資料，證明一個國家的公共政策在全球治理的架構下，是否真正受到影響？在哪些面向會受到影響？這些面向實際受到影響的程度為何？需要藉由何種工具，來衡量國家政策受到全球治理影響的程度？ 為了解答上述之問題，本文之研究目的可歸納為以下三點： 1.經由全球治理、全球治理與國家公共政策間關係等文獻探討建立全球治理影響國家公共政策之理論架構 2.藉由理論架構與政策德菲法建立全球治理影響國家公共政策之指標系統 3.透過指標系統實證檢驗京都議定書對於台灣公共政策之影響 本研究最後獲致三大重要成果。首先，建構出全球治理影響國家公共政策之「GG-NPP理論架構」；其次，經由政策德菲法的徵詢結果，彙整出適合用以衡量全球治理對於國家公共政策影響之指標系統，共可分為三大面向、六大變數以及十六項指標。再者，透過前述的指標系統，以京都議定書為個案檢證台灣現行因應之政策。透過數據的整理，發現我國在十六項指標項目中，有十項是呈現因應京都議定書的正向趨勢；但是其餘六項指標，由於受到如主權、國際現實環境等外在因素的侷限，或者是受制於政府自己內部的組織、人事、預算、府際關係等因素，故而全球治理並未對於國家公共政策的結果必然造成影響。 / In some relative literature, we can see the policy outcomes in the national governance level “could” be affected by those in the global level. But there is little practical evidence to affirm such cause and effect. How can we evaluate exactly such relation, dimension and degree? This paper will be grouped into third parts. First, I will review the literature of global governance, the relations between global governance and public policy. By doing so, the theory framework could be formulated. Second, I will select and construct the dimensions, variables and indicators that are related to the relations between global governance and public policy. And I will check and confirm the dimensions and indicators through the “Policy Delphi” method to build the indicator system completely. Third, I will evaluate the impacts of Kyoto Protocol on public policy in Taiwan. Finally, I got three important outcomes. First, I formed a “GG-NPP theory framework”. Second, I constructed an indicator system that can be formed to measure the relation between global governance and public policy by two round “Policy Delphi” process. There are three dimensions, six variables and sixteen indicators in this indicator system. Third, I examine the indicator system by the case of “Kyoto Protocol”. I checked the impacts of Kyoto Protocol on public policy in Taiwan and found some interesting outcomes. And I knew the impacts of Kyoto Protocol on public policy will be affected by some external and internal elements.

有鑑於高等教育評鑑中的課程評鑑混入行政評鑑、教學評鑑或是研究評鑑中，忽視課程評鑑的實際。從學習者被提供的課程選擇機會、以及從系所有意規劃的學習內容來看，實際開課科目是課程整體中最具體、也最能被直接檢視的部分。故本研究試圖以大學院校系所開課科目為研究重點，建構其課程評鑑指標，希望未來能有助於各系所檢視其實際開課的情況，進而做為開課科目課程評鑑的參考。 因此，本研究透過研究者文獻探析、小型專家座談、問卷調查法，彙整課程領域專家學者的意見，再經由研究者調整修改指標後，建構出本研究的大學院校系所開課科目課程評鑑指標。 本研究所建構出的大學院校系所實際開課科目課程評鑑指標共計十七條，除了作為各系所檢視與評鑑實際開課的參考，也提供未來相關研究在指標建構與課程評鑑研究的建議。 / Higher education evaluation is emphasis on administration evaluation, instruction evaluation or research evaluation, but ignores the curriculum evaluation on course offerings. Besides, from the opportunities of choosing courses by learners and from the point of view of courses planning, course offerings are the most substantial and can be examination directly from curriculum. Therefore, my research is focused on the course offerings in universities and to construct a curriculum evaluation indicator to help universities examine the effectiveness of the curriculum offered, in addition, to provide a comparison on evaluating the course offerings. In order to complete this research, the following methods were used: research literature review, small expert panel, the questionnaire survey, and compiling opinions from scholars and experts in the field course. The researcher then adjusted the index by combining the data collected to construct the indicators for the higher education curriculum evaluation. From this research at universities and colleges concerning curriculum evaluation, a total of seventeen indicators of curriculum evaluation were developed. These seventeen indicators not only can help universities examine the effectiveness of the curriculum offered, but also can help future educators plan their curriculum in an effective manner.

本研究目的為建構中小學校長在職專業增能課程指標，提供校長專業發展支持機構、教育行政機關作為校長在職增能與專業發展相關課程與政策制定之參考。研究方法部分，經由文獻探討分析初擬中小學校長在職專業增能課程指標，邀請13位相關領域專家學者以及資深經歷之中小學校長針對指標進行適切性評估與指標修訂，而後以概念構圖法進行指標分群與重要性評定，得出上位概念之指標構面及權重，建構中小學校長在職專業增能課程指標系統，依據研究結果與分析歸納結論與建議如下。 結論： （一）本研究建構之中小學校長在職專業增能課程指標系統共計五構面22項指標，構面分別為：「一、課程教學與學生學習」構面含5項指標、「二、領導知能與溝通決策」構面含4項指標、「三、資源運用與空間規劃」構面含5項指標、「四、行政實務與知識管理」構面含4項指標、「五、學校行銷與品牌形塑」構面含4項指標。 （二）「領導知能與溝通決策」構面為最重要之中小學校長在職專業增能課程指標構面。 （三）學生適性學習及危機管理為最重要之中小學校長在職專業增能課程指標。 （四）中小學校長在職專業課程指標於不同對象之重要性有其差異，學者專家認為「學生適性發展」及「危機管理與實務」兩項最為重要；資深經歷中小學校長則認為「學生適性發展」、「學校領導知能與實務」及「辦學理念與校務發展規劃」最為重要。 建議： （一） 中小學校長在職增能宜建立有系統化之課程指標作為參照。 （二） 中小學校長在職專業增能課程首重於領導知能與溝通決策。 （三） 中小學校長在職專業增能課程宜著重於學生適性發展。 （四） 中小學校長在職專業增能課程建構應參酌不同利害關係人意見。 / The purpose of this study is to construct the indicators of inservice professional development course for elementary and secondary school principals, which provide principals professional development support agencies and educational administration departments as a reference for planning principals inservice professional development course and policy related to professional growth and professional development. As for research method, by means of literature review, 22 indicators of inservice professional development course for school principals had been organized based on an expert survey, which survey 13 experts. Concept mapping questionnaire used to analyze experts' opinion on the importance of each indicator and to help indicator selection. At last stage, find the weight of each indicator within each dimension and construct the system of indicators of inservice professional development course for school principals. The main conclusions as below: 1.　This study constructs an indicator system of inservice professional development course for school principals of 5 dimensions and 22 indicators in total. The 5 dimensions are: I. curriculum, teaching and student learning, which include 5 indicators. II. leadership knowledge, communication and decision making, which include 4 indicators. III. resource utilization and campus space planning, which include 5 indicators. IV. administrative practice and knowledge management, which include 5 indicators. V. school marketing and brand shaping, which include 5 indicators. 2.　Leadership knowledge, communication and decision-making is the most important dimension of inservice professional development course for school principals. 3.　Adaptive learning and crisis management are the most received expert attention. 4.　The importance of different objects have their differences of inservice professional development course for school principals. Scholar think Adaptive learning and crisis management are the most important indicators. on the other hand, school principal think Adaptive learning, school leadership knowledge and practice, and school philosophy and development planning are the most important indicators. According to the result, here are some recommendations as below: 1.　It is advisable to establish systematic curriculum indicators as a reference for inservice professional development course for school principals. 2.　Inservice professional development course for school principals most emphasis on leadership knowledge and communication and decision-making. 3.　Inservice professional development course for school principals most emphasis on Adaptive learning. 4.　Inservice professional development course for school principals should take into account the views of different stakeholders.