跨領域課程探究教師領導理念、實施、與啟示－以一所國中【島嶼記憶】課程發展歷程為例

學校教師足夠的專業能力，願意承擔起教師領導者的任務，致力於專業精進，促進學校正向發展，提升教室與學校進步，是學校成功與課程實踐的關鍵元素。本研究透過一所公立國中跨領域課程的實踐歷程，從Murphy（2005）提出的教師領導內嵌邏輯：專業、學校健康、教室與學校進步的三個層面探究教師領導在學校運作的影響與其間的相互關係並提出教師領導對當前學校領導的啟示。研究發現：一、教師領導透過課程專業發展中的授權增能，提升專業及擁有權。二、教師自主承諾提升課程效率與教師認同，促成專業生涯的期待。三、教師領導促進學習社群，帶動學校課程持續精進能量。四、教師領導促進行政科層與課程領導合作，強化學校組織運作。五、教師領導促成學校進步與社區正向的改變。六、教師領導促進班級進步，提升學生學習，獲得家長高度肯定。七、個案學校教師領導內嵌邏輯相互影響的催化劑－外部專業培訓與激勵機制，催化教師領導。前六點研究發現，在內嵌邏輯的三個層面範疇，第七點則是外部所帶來的催化教師領導力量，可以做為學校領導的參考啟示。

關鍵字

教師領導；領導理論；學校領導

並列摘要

Teachers' sufficient professional competence, willingness to undertake leadership roles, being dedicated to professional development, and supporting positive school development and classroom progress are critical elements for the success of schools and curriculum implementation. This study examines the impact of teacher leadership and its interrelationships in the context of a public junior high school's interdisciplinary curriculum practice, based on the embedded logic of teacher leadership by Murphy (2005), which includes three phases: professional expertise, school health, and classroom and school progress. The study also presents insights on teacher leadership for current school leadership. Findings of the research are as follows: 1. Teacher leadership enhances ownership and expertise through authorization in the curriculum development. 2. Teachers' self-commitment to improve curriculum efficiency and identity fosters expectations for teacher profession. 3. Teacher leadership promotes learning communities, driving continuous improvement in the school's curriculum. 4. Teacher leadership encourages collaboration between administrative bureaucracy and curriculum leadership, strengthening the school's organization and operations. 5. Teacher leadership makes school progress and lead to positive community changes. 6. Teacher leadership promotes classroom progress, improve student learning, and gains significant parental recognition. 7. External professional training and incentive mechanisms act as catalysts for the interaction of teacher leadership in the case study school. The first six findings are within the scope of the three phases of the embedded logic, while the last one represents external influence that serve as catalysts for teacher leadership and can offer valuable enlightenment for school leadership.

並列關鍵字

teacher leadership ； leadership theory ； school leadership

參考文獻

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張德銳(2010)。喚醒沈睡的巨人－論教師領導在我國中小學的發展。臺北市立教育大學學報，41(2), 81-110【Chang, D. R. (2010). Awakening the Sleeping Giant: An Analysis of the Development of Teacher Leadership in Elementary and Secondary Schools in Taiwan. Journal of Taipei Municipal University of Education, 41(2), 81-110. https://doi.org/10.6336/JUTe/2010.41(2)4】

張德銳(2020)。我國教師領導研究成果分析與發展方向。教育研究與發展期刊，16(1), 101-154【Chang, D. R. (2020). The Result Analysis and Developing the Directions of Teacher Leadership Research in Taiwan, ROC, 16(1), 101-154. https://doi.org/10.6925/SCJ.202003_16(1).0004】

蔡進雄(2007)。國民中學教師教學領導之建構與發展－以學習領域召集人為例，學校行政雙月刊，52, 20-43【Tsai, C. H. (2007). Research on the Instructional Leadership of Subject Leaders in Junior High School. School Administration Bimonthly, 52, 20-43. https://doi.org/10.6423/HHHC.200711.0020】

【Liu, S. H. (2019). Teacher Learning and Leadership: Of, by, and for Teachers. Textbook Research, 12(2), 133-147. https://doi.org/10.6481/JTR.201908_12(2).05】

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