本研究旨在探討校長於課程領導中實踐耶拿計畫理念的歷程，以及其對學校所產生的影響。研究主要目的在於探究個案學校校長在課程領導實踐耶拿計畫理念的發展過程，於實踐歷程中所遭遇的困境、所採取的解決策略與作為，並進一步探討實踐該理念後對教師教學與學生學習所產生的影響。本研究設計採個案研究法，透過訪談、文件分析及省思札記進行資料蒐集與分析，並獲致研究結果如下：
一、校長規劃四個課程轉型階段，透過循序漸進的課程發展步驟，協助教師熟悉並內化耶拿計畫理念與課程發展重點，進而降低改革過程中的阻力，緩和教師對三軌課程教學的壓力，使耶拿課程由實驗性嘗試逐步深化為學校主體課程架構。
二、校長以系統觀思維引領全校課程轉型，針對面臨的挑戰採取SWOT分析，以及透過身體力行與挹注各項資源提出解決策略，包括：導入108課綱素養與耶拿計畫理念之整合，提升教師教學實踐力；凝聚教師願景共識，確認課程發展定位；挹注人力與物力、改善校園硬體設施，以及爭取外部經費以支持課程轉化；校長親自投入耶拿課程推動，成為教師最有力的示範。透過課程領導實踐，校長展現之作為有效深化課程發展與理念認同，使教師能掌握耶拿四大支柱課程與混齡教學之實踐，增進教學的實踐與認同。在賦予教師課程領導主體性之下，教師參與度與責任感明顯提升；透過啟動課程評估與回饋機制，課程實施持續優化，朝向系統性與永續性的發展。
三、個案學校實踐耶拿計畫理念後，教師的教學與學生的學習皆展現正向的影響，亦獲得社區家長的高度肯定。學校活動受到媒體關注與報導，師生表現屢獲各項獎項，提升學校的能見度與整體社會形象。

本研究依據研究結果，提出結論與具體建議，以供教育行政機關、縣市政府、欲進行耶拿計畫理念教育之中小學校長及未來後續研究參考。

Abstract
This study aims to explore the process and impact of a principal’s curriculum leadership in implementing the ideas of Jena Plan within a school setting. The research focuses on three main objectives: (1) to examine the developmental process by which the principal of the case school implemented the ideas of Jena Plan through curriculum leadership; (2) to analyze the challenges encountered, strategies adopted, and specific actions taken during the implementation process; and (3) to investigate the effects on teachers and students as a result of adopting the core ideas of the Jena Plan.
Employing a case study methodology, this research collected and analyzed data through interviews, document analysis, and reflective journals. The findings indicate the following:
First, the principal strategically planned four stages of curriculum transformation to assist teachers in gradually familiarizing themselves with and internalizing the core ideas and developmental focus of the Jena Plan. This sequential framework effectively reduced resistance during the reform process and alleviated the pressure teachers faced in implementing the three-track curriculum. As a result, the Jena curriculum evolved from an experimental practice into the school’s main curriculum and became a foundational component of its overall curriculum structure.
Secondly, the principal adopted a systems-thinking approach to lead whole-school curriculum transformation. By using SWOT analysis, strategic resources were allocated to address challenges, including integrating K–12 curriculum basic competencies with the ideas of Jena Plan, fostering a shared vision among teachers, enhancing infrastructure, and securing external support. The principal’s active involvement modeled strong leadership and deepened teacher understanding of the Jena Plan’s four pillars and multi-age teaching. Empowered as curriculum leaders, teachers demonstrated increased participation and ownership. A feedback system was established to ensure continuous improvement and long-term sustainability.
Thirdly, the implementation of the ideas of Jena Plan resulted in positive impacts on both teaching and student learning. The initiative gained high recognition from parents in the community, attracted media attention, and led to numerous awards for teachers and students, thereby enhancing the school’s visibility and overall public image.
Based on the findings, this study offers conclusions and practical recommendations for educational authorities, local governments, elementary and secondary school principals interested in implementing the Jena Plan philosophy, as well as future researchers.