國小校長文化回應領導意涵探究與指標建構

A Study of Contents and Constructing the Indicators of Culturally Responsive Leadership for Elementary School Principals

江姮姬(Heng-chi Chiang)

《臺北市立大學學報.教育類》 50卷1期 (2019/06) Pp. 45-68

https://doi.org/10.6336/JUTEE.201906_50(1).0003

摘要

本研究係探究文化回應領導意涵，以建構國小校長文化回應領導指標，並探討指標各層面、指標及參考具體作為的必要性、重要性與特色分析；採焦點團體（focus group）與模糊德懷術法（Fuzzy Delphi Method, FDM）；研究工具為「國小校長文化回應領導指標」；問卷調查小組由學者專家與國小校長組成，發現指標的三層級內容的重要性與特色分析，結論如下：（1）本指標含3個層面、14個指標和43個參考具體作為，每一層面、指標與參考具體作為均具必要性。三個層面中以「文化素養的體現」重要程度最高；指標部分以「文化素養引領」重要程度最高；參考具體作為以發展文化和諧環境、檢視教學成效，和檢視文化回應素養領導團隊的辦學成效，三者重要程度最高。（2）「文化覺察的知能」下的參考具體作為中，以校長敘說自我文化價值之重要程度最高；「文化知識的實踐」下的參考具體作為，以正式課程融入多元文化議題和非正式課程培養學生的多元文化知能重要程度最高。本調查中的兩極專家意見沒有衝突，顯示有共識。本文最後針對未來之校長專業發展，提供教育行政、校長及未來研究之建議。

關鍵字

文化回應 ； 校長領導 ； 文化回應領導

並列摘要

The purpose of this study is to explore the contents of culturally responsive leadership, construct indicators of culturally responsive leadership for elementary school principals and then analyze the necessity, importance, characteristic of indicators. The focus group and the Fuzzy Delphi Method are used. The research instrument is ＂The Indicators of Culturally Responsive Leadership for Elementary School Principals＂; the questionnaire team are consisted of scholars and principals. The research finding with the analysis of indicators' importance and characteristics in three-level are found as follows: (1) The indicators include three dimensions, fourteen standards and forty-three reference behaviors. Each dimensions, indicators and reference behaviors are necessary. ＂Cultural proficiency＂ is given the highest rank among the three dimensions. ＂Cultural literacy＂ is given highest rank among the fourteen standards. ＂Developing culturally environment＂, ＂evaluating teaching effectiveness＂ as well as ＂inspecting culturally response leadership team's effectiveness＂ are given highest rank among these reference behaviors. (2) ＂Describing self-culture value by principals＂ is given highest rank among the reference behaviors of the ＂cultural awareness＂ dimension. ＂Developing multicultural issues in formal curriculum＂ and ＂developing students' multicultural ability in informal curriculum＂ are given highest rank among the reference behaviors of the ＂cultural knowledge＂ dimension. The opinions of bipolar experts are consistent, which indicates they reach a consensus based on the survey. Finally, some suggestions are presented to educational administration, principals, and further studies.

並列關鍵字

culturally responsive ； school leader ； culturally responsive leadership

參考文獻

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