如同「國際學生能力評量計畫」（Programme for International Student Assessment），近年來「教與學國際調查」（Teaching and Learning International Survey, TALIS）亦受到學術圈教育政策制定者以及教育實務工作者之重視。從2008年的24個參與國、2013年的34國，到2018年的48國，可以得知TALIS已逐漸成為世界各國從事教育改革時所依據的實徵資料之一。本文特別關注在TALIS 2013中有關「校長領導」的主題，藉此回應當今學術界以及實務界對於此議題之探討。尤其是位處於歐洲的瑞典與愛沙尼亞，過去參與TALIS 2013中的數據，乃為本文的第一項分析重點。由於瑞典與愛沙尼亞兩國過去在諸多國際教育調查、評量上之成績頗為優秀，加上長期強調科技應用於教育當中，因此成為本研究所分析之國家。其次，為因應TALIS 2018的調查，瑞典與愛沙尼亞兩國如何反思並改革其校長領導相關政策，乃為本研究之第二項重點。最後，本文提出諸多建議可供臺灣參與TALIS 2018時做為校長如何透過領導提升其學校教育品質之參考。
This article is mainly to compare the development of principal leadership policies in Sweden and Estonia, based on the database of Teaching and Learning International Survey (TALIS) 2013. As well as Programme for International Student Assessment (PISA), the reports and studies related to TALIS are also gradually valued by policy-makers and educational practitioners in a couple of years. The number of TALIS participation countries rises significantly in recent years, from 24 in 2008, 34 in 2013, to 48 in 2018. Therefore, in the first section of this article, it analyses the topic of principal leadership from the TALIS 2013 database, responded by Swedish and Estonian principals in lower secondary education. In the second section, the reflection and reform of principal leadership policies in Sweden and Estonia over the past decades are demonstrated. Finally, some suggestions are provided for Taiwan to join TALIS 2018 and to improve education quality by principal leadership.