校長是一所學校的靈魂，掌握著學校領導和管理權，是學校教育成效高低的關鍵。國際上19世紀末以來的學校管理課程的發展深刻影響著香港中小學校長培訓。香港中小學校長的培訓分為三個階段：擬任校長、新入職校長和在職校長，其培訓課程管理由香港教育局提供理論架構。其培訓特點有：培訓模式靈活多變；社會多方共同培訓校長；甄選大學參與校長培訓；善用公共資源，分擔培訓費用。展望新時代的香港中小學校長培訓，應加強對在職校長的專業支持，強化校長工作考績與個人專業發展的聯系，鼓勵校長持續專業進修，持續加強對香港校長的國史及國民教育。 A principal is the heart and soul of a school. As the leader and manager of a school, a principal is also the key to the effectiveness of school education. The international development of school management courses since the end of the 19th century has a profound impact on the primary and secondary school principal training in Hong Kong. The principal training in Hong Kong is divided into three stages of training: proposed principal training, newly appointed principal training and in-service principal training. The theoretical framework of the training courses is provided by the Hong Kong Education Bureau. The characteristics of the training are as follows: the flexible training mode, training principals by the multi-party society, selecting universities to participate in the principal training, making good use of public resources and sharing training costs. Looking forward to the primary and secondary school principal training in Hong Kong in the new era, the professional support should be provided for in-service principals, the connection between the principal’s work performance and his professional development should be strengthened, principals should be encouraged to continue their professional training, and the national history education and national education should be strengthened for principals in Hong Kong. Copyright © 2020 北京教育學院.

香港的學校近年推行多項教育變革，需要中層人員協助以領導學校發展。本文報導一項關於小學中層管理人員對培訓需求的研究，探討小學中層人員的工作現況、專業發展需要，以及優質學校對中層人員的需求。研究顯示，目前提供中層人員的培訓機會不足，中層人員對處理學校的人際關係、危機管理、資源管理和教育法律等課題有強烈的培訓需求。本研究建議香港教育局開設的中層管理培訓課程必須有針對性，其內容及方式應多元化，以滿足中層人員對培訓的需求。
[Copyright © 香港中文大學 2009.]

為了跟進香港小學設立副校長職級後，研究小學副校長對專業發展的需要，香港初等教育研究學會於2010年開展了一個問卷調查。此論文將結合相關的研究資料和國際文獻，分析和討論香港小學副校長的專業發展需要；並就相關培訓課程作出適切的建議。
[Copyright © 2012 優質學校教育學報.]

課程改革的成敗與教師專業發展有密切的關係。香港特別行政區政府已深明這個道理。然而，要作出怎樣的教師專業發展才能促使課程發展更有成效，則是有待解決的問題。本文以小學課程主任的培訓為例，說明為其設計的專業發展，仍有不足之處。首先，本文從香港課程發展的特色和過去課程改革成效的經驗，說明課程改革與教師專業發展有密切的關係；其次，從四個研究的成果說明課程主任的培訓課程仍有其不足；最後，提出一止改善建議的方向。

背景：香港特別行政區政府在2002-2003 學年起，分階段在香港小學設置課程統籌主任一職。在設置職位時，亦很重視任職人士的專業發展，先後以短期課程、工作坊、學校交流日和發展日協助其發展。
討論焦點：本文從四個研究的成果，說明課程統籌主任的培訓課程仍有其不足，並加以分析和建議。
論點：特區政府深明課程改革的成敗與教師專業發展有密切的關係。然而，以小學課程統籌主任的專業發展來看，其模式和內容仍與現實需要有些距離。提供清晰的改革方向、在現實情景中提供專業發展機會、以夥伴合作模式和照顧施行者的感受，都必須加以留意。
總結：專業發展課程設計若未能照顧前線教師的需要，則不單無助教師改革課程，反而只會增加教師的負擔。
Background: Since the academic year 2002-2003, HKSAR government established the curriculum masters (PSM(CD)) post in primary schools through three stages. By organizing short courses, workshops, school sharing and development day, professional development was provided to these masters showing the concern of government towards this establishment.
Focal point: From four pieces of empirical reseach, this paper showed the deficit of the professional development program and reflected on responses of participants.
Discussion: Though HKSAR government emphasized the importance of professional development of these curriculum masters, the content and mode of professional development program are falling short from teachers' needs. It is suggested that providing clear reform directions, supporting professional development in real situation, utilizing collaborative mode and concerning teachers' feeling should be awared when design a program.
Conclusion: If professional development program is not designed for the needs of participants, it will not help teachers in curriculum reform but increase their burden.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]