Social capital is a crucial concept in the literature on school change. It is a prerequisite condition and an output for social change, which previous empirical studies unfortunately rarely investigated. Therefore, we conducted a case study. Using learning community as an approach to reform, we explored two types of elementary schools with different degrees of change success. A semi-structured interview was the method for data collection. The interviewees in our study included principals, school administrators, chairs of teacher associations, and teachers. The findings indicated that the schools which successfully implemented changes had prerequisite social capital to trigger innovation. The schools also accumulated more social capital in a variety of forms and quantities after practicing learning community. In other words, school leaders played active roles; social capital was then accumulated and enriched in a virtuous circle of school change. In contrast, the schools that hardly implemented changes lacked stable and firmly connected social capital and had school changes in the learning community. They also had less output in social capital and a lack of effective school leadership. In light of these findings from learning community practices, this study proposed the interactive relationship between social capital and school change.
社會資本在探討學校變革的文獻中是個重要概念，它既是促動變革的前置條件，也是變革行動後的產出。惟過往對於社會資本與學校變革的相互促動關聯甚少著墨，本研究乃欲致力於此，以學習共同體作為學校推動變革的措施，選擇推動順利與推動困難的國民小學各兩所進行個案研究。採半結構式訪談蒐集資料，受訪者包括校長、行政人員、教師會會長及教師。研究結果發現，學校變革情形良好的學校，其前置條件的社會資本是豐厚的，種類也是多元的，不僅成為學校變革的促發基礎，也在過程中不斷加乘各類社會資本的豐富性，成為學校變革的產出結果之一。社會資本在與學校變革的良性循環中，愈見厚實，而領導者在其中扮演重要角色。反觀在缺少穩固連結社會資本的學校，透過學習共同體進行變革時，成效較為不彰，也未有豐富的社會資本產出，領導者之角色發揮亦受到侷限。
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