ABSTRACT
Positive leadership (PL) emphasises growth potential and empowerment to enable people to do and be their best. Demonstrating compassion, gratitude, and forgiveness creates a favourable climate, and people perform more highly when PL governs positive school organisations. Intellectual Capital (IC) is considered a resource from the human, structural, and relational perspectives, and the role of IC has become considerably critical in value-producing processes. This study examined how PL shaped and enhanced IC at a public experimental elementary school in Taiwan. The research method, based on a single case study, was qualitative and exploratory. Semistructured in-depth interviews were conducted. The study data were analysed using the qualitative software NVivo 9.0. The results highlighted that the principal's PL led to the development of a positive school organisation in which all dimensions of IC, including human, structural, and relational, were strengthened. Forming core decision groups, restructuring the organisation, developing positive internal relationships, involving parents, designing for self-improvement, and creating professional learning communities support the development.
