School principals are now facing greater demands for better performance and
effectiveness than ever before. Therefore, the training and preparation of school
principals has become an issue of concern. Educators around the world need to find or
develop effective leadership programs and learn from the best practices of other
systems. This paper compares principal preparation in two countries of interest, the
United States and Taiwan, with focus on the socio-cultural frameworks that shape their
models of leadership training. The analysis shows marked difference in the
demographics, training process, and selection patterns between American and
Taiwanese principals, which result from two distinctly unique preparation models, that
is, professional model of the US and experience model of Taiwan. The professional
model, defined as university-based professional training programs and state-approved
professional licensure for principals, is rooted in the Western context that focuses more
on task and theory. On the other hand, the experience model, characterized by
accumulating experiences at hierarchical administrative levels of the school, is
embedded in the Confucian context that emphasizes more on people and practices.
隨著社會大眾對學校績效表現的要求日益提高，學校校長的責任日漸加重，
各國教育學者力圖找出最適合培育校長的模式，以期培育出能發揮領導效能的校
長。本研究旨在探討美國與我國中學校長培育模式有何不同，並進一步探究社會
文化脈絡如何衍生出兩種不同的培育模式。研究結果顯示，兩國校長在性別、年
齡、學歷等基本資料，以及訓練過程、選拔過程上均有明顯不同。此可能源自於
美國中學校長培育較傾向採取「專業模式」，而我國校長培育較傾向採取「經驗模
式」所致。「專業模式」係指接受大學提供之專業訓練課程並通過專業認證之培育
模式，「經驗模式」係指在中小學校現場經長期經驗累積、職級逐步升遷之培育模
式。美國採取「專業模式」可能與西方社會強調「事」與重「理論」的文化脈絡
有關，而我國採取「經驗模式」則可能與華人社會強調「人」與重「實務」的文
化脈絡有關。
