摘要
Background Western countries have promoted the school restructuring movement since the mid-1980s. The movement advocates for systemic reform to change the structure and culture of schools and redefine the roles and responsibilities of those involved in schools (Cuban, 1988). Amid this global context, Taiwan began the process of educational decentralization in the mid-1990s. Subsequently, the Ministry of Education implemented a series of student-centered reforms, one of which being the 12-year basic education curriculum, implemented in 2019. This new competencies-based curriculum requires a new paradigm of teaching and learning. However, departing from traditional teaching approaches is challenging for teachers. Thus, guiding teachers and students through the new learning process is crucial for school leaders. Leadership for learning requires relational and learning-focused communities (Marsh et al., 2014). Pan (2014, 2017a, 2017b) proposed that the learning community is an operational form of leadership for transforming schools. Leadership warrants investigation because it is essential when implementing new curricula. Unlike the approach in studies on leadership practices, we analyzed leadership as a method of capital construction. “Capital” is variously defined. Bourdieu (1986) described three types of capital: Cultural, social, and economic. Fullan and Hargreaves (2016) applied the concept of capital to the context of Manuscript received: Jan. 17, 2021; Revised: May 3, 2021; Accepted: Jun. 11, 2021.education and proposed that generating professional capital, including human, social, and decisional capital, would positively and considerably change schools. Caldwell and colleagues indicated that schools with financial, intellectual, social and spiritual capital can successfully restructure (Caldwell & Harris, 2008; Harris et al., 2009) indicated that schools with financial, intellectual, social, and spiritual capital can successfully restructure. They framed “leadership as capital formation;” this notion prompted our examination of principals' creation of school capital through leadership for learning. To explore how principals use and create professional capital and practice leadership for learning, we investigated one elementary school and one middle school.