中層領導是學校組織變革的關鍵力量。《十二年國民基本教育課程綱要》實施後，對中層領導者的挑戰甚鉅。因應領導學界實務轉向之趨勢，本研究採取「領導實踐」（leading）之動態觀點，認為中層領導者因應學校場域的「實踐架構」（practice architecture），會影響其領導角色與策略。本研究採個案研究取徑，運用訪談及文件分析蒐集實徵資料，旨在探討《十二年國民基本教育課程綱要》推動歷程中，兩所個案學校四種職位之中層領導者（主任、組長、學科召集人與社群領導人），其領導角色與策略、挑戰與領導圖像，並進一步探討實踐架構對中層領導之影響。
　 研究結果發現，因應課程變革之挑戰，中層領導者的領導角色與策略產生新的發展趨勢－主任需扮演「政策轉譯的規劃者」、組長為「課程變革的促進者」、學科召集人扮演「政策執行的協作者」，而社群領導人則為「課程創新的建構者」等領導圖像。另一方面，研究也發現個案學校之實踐架構，包括個人層次與組織層次條件，皆會形塑學校整體中層領導之運作；而良好的中層領導實踐，對組織變革與學校治理皆具有正面意義。根據研究結果，本研究將「實踐架構」理論進行本土脈絡之修正，並就主管機關、學校單位及中層領導者，分別提出強化中層領導實踐之建議策略。

School middle leaders are crucial to school organizational changes. The implementation of “12-year National Basic Curriculum Guidelines”has a great impact on middle leaders. In response to the trend of“ practice turn”in leadership research, this research adopted the dynamic view of "leading." Also, middle leading roles and strategies are affected by site-based “practice architecture." Therefore, the aim of this research attempts to explore the leading roles, strategies, challenges and leading images of four kinds of middle leaders (directors, section chiefs, subject leaders and community leaders) during the implementation of “12-year National Basic Curriculum Guidelines,” and to explore the influence of "practice architecture" on “middle leading.” Adopting case study approach, this research used document analyses and interviews to gather empirical data.
Results of this research revealed that due to the curriculum change, middle leading roles and strategies generated new development. Besides, the leading images of directors, section chiefs, subject leaders, and community leaders are planners of policy transformation, facilitators of curriculum change, collaborators of policy implementation, and constructors of curriculum innovation respectively. On the other hand, the results indicated that the operation of school middle leading are deeply affected by the “practice architecture” of research cases, including individual and organizational levels. In addition, the practice of good middle leading has positive implications on organizational change and school governance. According to the research findings, this research modified the "practice architecture" theory in Taiwan context. Finally, suggestions for improving middle leading are provided for education bureaus, schools and middle leaders.

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