如何完善中小學校長培育體系：從日本「令和的日本型教育」改革的培育指標談起

How to Improve the Training System for Primary and Secondary School Principals: Starting with the Training Indicators in Japan's 'Reiwa-era Japanese-style Education' Reform

健全的校長培育體系，能培育具備足夠專業又能應對當前學校經營問題與危機、展現學校效能、最後嘉惠學生學習的校長。校長工作是一項經營專業，也兼負著提升校內教師專業的責任。由於我國校長人選絕大部分自教師產生，因此校長培育亦可視為教師專業發展的延伸線，制度上宜規劃一條符合各階段（培育、儲訓、初任研習至師傅校長培育）培育指標的系統性路徑。本文主旨在闡述日本於2021年提出的「令和的日本型教育」改革方案中提到的校長培育改革，作為如何完善我國中小學校長培育體系之參照。本文首先自方案提出的校長培育改革的定位談起，再討論日本校長培育「指針」與「指標」的發展現況，並以此分析日本中央與地方政府在校長培育上的分工，最後將日本作法對照我國現況，討論校長培育在師培體系中的定位、校長專業標準或素養的作用、開辦初任校長研習的價值三項問題，最後借鏡日本在建構校長培育體系中所遭遇的問題，探討我國該如何打造體系化的校長培育制度。

A sound principal training system can cultivate principals who possess sufficient professionalism, effectively address current challenges and crises in school management, enhance school performance, and ultimately benefit students' learning. The work of a principal is not only a professional endeavor in school management but also carries the responsibility of enhancing teachers' professional development within the school. Since most principal candidates in Taiwan are selected from the teachers, principal training can be regarded as an extension of teacher professional development. Therefore, it is advisable to establish a systematic pathway with development indicators tailored to various stages. The purpose of this article aims to discuss how to improve the training system for primary and secondary school principals in Taiwan by referencing the principal training reforms proposed in Japan's ''Reiwa-era Japanese-style Education'' reform initiative in 2021. The discussion begins by examining the role and positioning of principal training reforms as outlined in the initiative, followed by an analysis of the current development of Japan's principal training ''guidelines'' and ''indicators.'' It further explores the division of responsibilities between Japan's central and local governments in principal training. Finally, the Japanese approach is compared to the current situation Taiwan, addressing three key issues: the positioning of principal training within the teacher training system, the role of principal professional standards or competencies, and the value of induction training for novice principals. Drawing on the challenges Japan encountered in constructing a principal training system, this article explores how to establish a systematic principal training framework in Taiwan.