國民小學校長教學領導與教師專業發展之個案研究

A Case Study of Elementary School Principals' Instructional Leadership and Teachers' Professional Development

劉鎮寧(Jen-Ning Liou)

《慈濟大學教育研究學刊》 13期 (2016/12) Pp. 61-89

https://doi.org/10.6754/TCUJ.201612_(13).0003

摘要

本研究皆在探討校長發揮教學領導促進教師專業發展的策略和效果。研究結果發現，校長教學領導策略包括：校長的專業領導奠基於學習和實際參與；型塑及展現願景的行動力；教學觀察；專業對話與團隊學習；教師領導者的參與等五大策略。在成效部分計有營造校園學習風氣；啟引教師在專業上的覺察；以及行政和教學能關注教育品質的落實。本文最後提出四點建議：第一、校長必須從學習自我領導做起，強化個人的教育價值觀；第二、校長和教師都必須正視專業發展的重要性；第三、校長應提升教師專業對話的習慣和能力；第四、對未來研究的建議。

關鍵字

校長教學領導 ； 教師專業發展 ； 個案研究

並列摘要

The main purpose of this research is to investigate how the principal in the case study uses his or her instructional leadership to promote the professional development of teacher(s). It was found that the principal's instructional leadership strategies include: Professional leadership, founded on learning and actual participation by the principal; the principal's action capability to create and display the vision; teaching observation; professional dialogue and group learning; and the participation of teacher leaders . Performances include: Creation of a learning atmosphere within the campus; the inspiration of teacher's professional perceptions; and care for the fulfillment of education quality through administrative and teaching methods. In the final part of this paper, four suggestions will be provided. First, the principal must start from the learning of self-leadership to reinforce personal value of education. Second, the principal and teachers must all take a serious look at the importance of professional development. Third, the principal should promote teacher's habits and capabilities for professional dialogues. Last, there are recommendations for future research.

並列關鍵字

principals' instructional leadership ； teachers' professional development ； case study