本研究基於研究者有關校長領導反思與學習的前導系列研究背景脈絡，以及思維架構為基礎，進一步深化探討校長如何從領導的反思與學習，啟動校長領導力的動能，以及校長如何以領導的反思與學習深耕學校組織文化，引領學校變革與發展為研究目的。其次，聚焦於以研究主題的相關文獻探討為學理論述基礎，並以國內小學校長及學者專家，進行專家諮詢，同時邀集香港中、小學校長與大學教師進行焦點團體訪談為研究對象與研究方法。其後將所蒐集的資料與相關文獻予以分析及討論後，提出五個結論：一、校長從認知角色為起始點，經不斷地反思與學習以啟動領導力；二、校長在反思學習的領導動態歷程中，融合思維與行動以彰顯領導力；三、校長透過多元取徑的反省思考並內化成領導作為以啟動領導力；四、校長以「知、思、行、得」的反思與行動智慧持續領導力動能；五、從背景脈絡到變革發展的學校經營具有脈絡性、全面性與串聯性的象徵意義。

This study grounded pilot studies on contextual background on principal leadership reflection and learning, and also combined thinking structure. Then, the study probes two research purposes as following: 1. how principals reflect and learn to initiate and promote leadership engine power of principals; 2. cultivate school organization culture to lead school change and development. Then, concentrating on the literature review as a dissertate assumption and processing open-ended questionnaire to the domestic elementary school principals, scholars and experts to proceed consulting.
Furthermore, research methods are being conducted by inviting Hong Kong elementary school principals, junior high school principals, and university professor to process Focus Group Interview simultaneously. Lastly, analyzing assimilating and interpreting the relevant material and literature review to address the following five credible conclusions. 1. From the principals cognitive perspective to precede continuous reflection and learning to trigger off leadership; 2. Combing thinking and action to manifest leadership in the aggressive process of principal’s reflexive learning; 3. Through multifaceted reflection thinking to internalized leading as an initiation of leadership; 4. The principal’s reflection and action wisdom on “Knowing, Thinking , Acting , and Acquiring” to prolong the leadership vitality; 5. By means of the background context to innovation development in school management to have its contextualized, integral , and connected symbolization.