正向領導對於私立幼兒園園長領導與教師學習社群發展之探討

本文以質性研究探討輔導人員運用正向領導概念引導一位私立幼兒園園長透過輔導案的協助進行幼兒園課程轉型，重建幼兒園文化，開啟專業對話並建立教師學習社群之歷程。研究資料包括三年的輔導案會議紀錄，園長與老師訪談資料，和收集相關課程與教師省思資料，研究結果發現園長與老師們發展出信任關係是建立學習社群的關鍵因素，個案園長在接受輔導過程中，主要呈現下列五點改變，對於發展信任關係與建立教師學習社群甚有助益：（1）在接受正向領導概念後，園長改變以往急躁的態度，以正向接納的眼光看待老師們，成為支持教師專業對話的起點，顯示溫暖和信任的學校文化是建立教師學習社群的基礎。（2）園長每週固定舉行教學會議，透過共同討論，釋放權力，成為提供教師增權賦能的機會。（3）活用機構人力資源，支援教師教學與開會。（4）園長擷取輔導案中的重要建議，帶領老師於教學會議中討論實踐的方式，經全園共同實踐後成為幼兒園的共識與文化。（5）在建立信任關係的過程中，教師會測試園長的專業，以決定是否值得老師們信服。

關鍵字

正向領導；教師學習社群；幼兒園園長

並列摘要

This study explores the process of a counselor using the concept of positive leadership to guide a private preschool principal to transform the preschool culture and curriculum. Through the assistance of counseling projects, the preschool teachers build two ways professional dialogues with the principal. Guided by the dimensions of positive leadership, the principal was able to improve teachers' teaching and create a collaborative working culture among teachers. This study is a three years' longitudinal qualitative case study; and draws on observation notes, teachers and principal reflections, and interviews. The analysis found that faculty trust is the key factor that can effectively help preschool principal develop the teachers' learning community and enhance their professional growth. The main research findings are as follows: (1) After accepting the concept of positive leadership, the principal changed her impatient attitude and looked at the teachers with a positive and accepting perspective, which became the starting point for supporting teachers' professional dialogue, showing that a school culture of warmth and trust is what builds teachers' learning community. (2) The principal holds a weekly teaching meeting to release power through joint discussions and become an opportunity to provide teachers with empowerment. (3) Utilize the human resources of the institution to support teachers' teaching and meetings. (4) The principal captures the important suggestions in the counseling meetings and leads the teachers to discuss the practice methods in the teaching meetings. Through the joint practices, it becomes the consensus and culture of the whole preschool. (5) In the process of building a trusting relationship, teachers would test whether the principal has sufficient professional skills. The results of the study show that the adoption of positive leadership can effectively assist preschool principal to rebuild school culture and establish a teacher learning community with the characteristics of cooperation and sharing.

並列關鍵字

positive leadership ； teacher learning community ； preschool principal

參考文獻

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