國民小學教師建構式領導之個案研究

L. Lambert認為領導乃是一種建構學習的觀點，領導如同學習，存在於建構式學習的歷程之中。不論是校長、老師和學生都可視為是領導者，在專業社群中一起學習。本研究採用個案研究法，以一所國民小學教師作為建構式領導者為探究對象，進而分析教師建構式領導如何在實際工作場域中運作。研究參與者包含校長、行政人員及教師等共7位教育人員。研究過程是藉由訪談個案及蒐集文件資料。研究結論包含：(1)教師作為建構式領導信念乃是重建學校教育與成員共同為校務負責；(2)教師作為建構式領導發展策略乃是運用同儕教練與協同教學，建立對話機制與合作夥伴關係；(3)教師作為建構式領導成效乃是發展學校成為整體的學習生態。最後根據研究結論提出建議供作教育行政機關和學校領導參考。

關鍵字

學校領導；教師領導；建構式領導

並列摘要

Lambert defines leadership as constructivist learning. With leadership redefined as learning, it must be involve in constructivist learning processes. Principal, teachers and students are involved in learning together within a professional community. This case study is to describe the journey of teacher constructivist leaders in one elementary school. It applies case study as a research approach to investigate the process of how teacher constructivist leaders works in real-world setting. The research process is explored by interviews with subjects, data collections and personal observations directly. The participants were seven educators with principal, teacher and administrator. Conclusions were made as followings: (1) The beliefs of teacher constructivist leaders was to rebuilt school education and shoulder job involvement; (2) The development strategies of teacher constructivist leaders were to use peer coaching, team teaching, dialogue mechanism and teacher' partnership; (3) The effects of teacher constructivist leaders was to create school as a learning ecology. Based on the results and conclusions of the study, several suggestions are proposed for elementary school principals, teachers, authorized education administration organizations, and directions for future studies.