为不断适应自身的变化和学校各相关方对于学校教育的不断变化和提高的愿望，学校教育势必要进行改进活动。可是如何使完美的成果更具有持续性和长期性，使学校能够持续改进，却是很多学校很难做到的。本研究站在学校高层领导，校长的角度来探讨学校持续改进问题，针对校长促进学校持续改进的能力进行工具开发，为校长促进持续改进能力提供可操作性的评价工具，从而更便捷的找出校长在促进学校持续改进的薄弱点和待改善的地方，促进学校持续开展改进活动，提高学校质量，增强学校绩效，促进学校朝着积极正向发展。本研究基于国内外理论和实践分析，同时综合对校长进行的关键事件访谈，提出校长促进学校持续改进能力的理论模型，并根据该模型编制出校长促进学校持续改进能力预测问卷，先后对151名校长进行问卷调查，运用spss统计软件对调查结果分析后，剔除无效题项，最后形成了校长促进学校持续改进能力的正式问卷，并用该问卷分析调查校长促进学校持续改进能力的现状及特点。主要结论如下：（1）本研究得出的校长促进学校持续改进能力的模型共有五个维度，分别为：反馈机制、过程管理、策略性计划、关注相关利益者和鼓励全员参与。（2）根据五维度校长促进学校持续改进能力模型，对各维度进行仔细推敲，形成校长促进学校持续改进能力的预测问卷。经过信效度分析后，保留30个题项，得出五个维度，这五个维度累计解释了总变异的62.867%，最后形成校长促进学校持续改进能力的正式问卷，问卷具有良好的信效度，较为合理，可以作为评价校长促进学校持续改进能力的问卷。（3）从总体上看校长都具有较高的促进学校持续改进的能力，但是在关注相关利益者方面有所欠缺。（4）在学校地域和学制上，校长促进学校持续改进能力有显著差异，省直或省会的学校校长促进学校持续改进能力方面要强于来自于地市和乡镇的校长，高中学校的校长的得分低于初中学校校长和小学学校校长。而在其他人口统计学变量上，校长促进学校持续改进能力上没有显著差异，只在某维度上出现差异。

In order to constantly adapt to the change within school, and to the desire of school parties to improve school education, school education should be optimized from time to time. But it is difficult to make excellent achievements sustainable so that the school can improve persistently. The purpose of this study is to explore questions of continuous development of schools from the aspect of school administrators. To that end, valuable and workable questionnaire were developed to evaluate the ability of principals in promote school continuous improvement, so as to o identify principals’ weaknesses in promoting continuous improvement of schools, to promote the schools ongoing improvement activities, to enhance school performance, and thus promote the school in a positive way.Based the analysis of theories and practices within China and overseas, and interviews in comprehensive key events of principals, this study promote a model of promoting continuous school improvement. In accordance with the model, questionnaire was developed to predict the ability of principals in promote school continuous improvement. 151 principals conducted a questionnaire survey. The results were analyzed by SPSS. Removing invalid questions, a formal questionnaire to evaluate the ability to promote continuous improvement of school principals was formed. The questionnaire is used in exploring the ability to promote continuous improvement of school principals and results indicated that,(1) There were five dimensions in this study, namely: a feedback mechanism, process management, strategic planning, attention to stakeholders and encourage full participation in the model enhance the ability to promote continuous improvement of school principals.(2) Based on the five dimensions model of the principals’ ability in promoting school continuous improvement, and a careful scrutiny of each dimension, a predict questionnaire was formed. After the analysis of the reliability and validity, 30 questions were reserved, and five dimensions were drawn, which explained 62.867% of the total variance. Thus questionnaire of principals’ ability in promoting continuous school improvement was formed. The questionnaire has good reliability and validity degrees, more reasonable, and can be used to evaluate principals’ ability in promoting continuous school improvement.(3) Generally speaking, principals had good ability in promoting continuous school improvement, while weak in concern stakeholders.(4) Given school area and school system, there were significant differences among principals in their ability in promoting continuous school improvement. The ability in promoting continuous school improvement from provincial or the provincial capital school was stronger than their counterparts in inferior cities and towns, and that of high school principal was lower than their counterparts in junior high schools and primary schools. In other demographic variables, there was no significant difference in the ability in promoting continuous school improvement, but there was difference in some of the dimensions.