- 學位論文
專業學習社群領導智慧：國小初任校長之敘說探究
The Leading Wisdom for Professional Learning Communities： A Narrative Inquiry of A Beginning Principal
摘要
本研究發想於反思自己的初任校長之路，透過雙專業學習社群領導智慧的累進，探究自己的生命經驗與校長領導經驗的意義，匯聚初任校長的領導智慧。本研究以敘說探究為取向，詮釋研究者的教育信念與在初任校長期間參與雙專業學習社群（校長專業學習社群與教師專業學習社群）之建構、交互應用與反思，終而完成校訂課程、改變學校文化的敘說歷程，過程中以他者（研究參與者）的經驗交叉詮釋，進而建構出對自己有意義、對他人有啟發的研究文本。研究問題如下：一、初任校長生命經驗與專業學習社群領導敘說探究的歷程為何？對領導角色的啟發性為何？二、初任校長社群領導智慧的探索、整合圓成與驗證有何功效？三、初任校長解決雙專業學習社群的領導挑戰及建構校訂課程的領導智慧、省思所得為何？ 研究歷程以「春察：內在信念到外埠合縱連橫的覺察」為始，探索自我的生命經驗與教育經驗，詮釋研究者對於校長領導智慧的相信與堅持；在「夏學：雙專業學習社群領導(DPLC)知識的探索與整合」中，敘說研究者長期參與並帶領教師透過專業學習社群的發展，建立專業共識、校務共榮的思維印證，做為校長領導行動智慧之領導架構與行動策略；在「秋做：以DPLC領導智慧發展校訂課程」中，詮釋初任校長透過專業學習社群之運作促成教師團隊轉型、累進學校智慧資本，以達成校訂課程的轉型與重構的領導心法與穿梭行動；在「冬想：DPLC領導智慧之回顧與省思」的詮釋中，提出初任校長雙專業學習社群領導行動智慧「覺↔（知↔行）↔思」的內隱知識架構，及「察↔（學↔做）↔想」的外顯互動歷程。 本研究結論如下：一、初任校長可透過DPLC領導智慧敘說探究的交織歷程，重構與擴展校長的領導角色。二、初任校長可透過DPLC領導智慧穿梭驗證，強化自我與團隊教育信念的覺察，達成橫縱成效之整合，符應多元期望。三、初任校長可透過校訂課程建構與專業發展的雙軌發展行動，提升同仁間高層次的心理互動，建立親師生跨域合作的習慣、累進學校智慧資本發揮效用、達成「做中學，學中覺，覺中做」的領導行動智慧循環效用。
並列摘要
This research is to reflect on my journey as a beginning principal, to explore the significance of my life and leadership experience of being a principal through the progressive learning of the community’s leadership wisdom through dual majors, and to gather the leadership wisdom as a beginning principal. A narrative inquiry as the research orientation to interpret the researcher's educational beliefs and my participation in the construction, interactive application, and reflection of Dual (principal and teacher) Professional Learning Communities (DPLC). The research questions are as follows: 1. What is the course of the life experiences and the narrative exploration of leadership in professional learning community for a beginning principal? What is the inspiration for leadership roles? 2. What is the effect of the exploration, integration, and verification of the l of the subject? 3. What are the leadership wisdom and reflections of the begining principal in solving the DPLC leadership challenges and constructing the revised curriculum?eadership wisdom from professional learning community leadership shaped by the initial principal's exploration The research process begins from "Spring Inspection": Internal Beliefs to External Awareness"; Secondly, a "Summer Studies": Knowledge Exploration and Integration of The DPLC Leadership; In "Autumn section": Developing School-based Curriculum with DPLC Leadership Wisdom; In the interpretation of "Winter Thinking": A Review and Reflection on DPLC Leadership Wisdom". This study proposes an implicit knowledge framework of "awareness ↔ (knowledge ↔ action )↔ thinking" and an explicit interactive process of "perception ↔ (learning ↔ doing) ↔ thinking" for the leadership actions of junior principals in DPLC. The conclusions of this study are as follows:1. Beginning principals can reconstruct and expand their leadership roles through the process of DPLC leadership. 2. Through the DPLC leadership shuttle, beginning principals can strengthen their awareness and their team's educational beliefs, achieve a horizontal and vertical integration of effectiveness. 3. Through the dual development actions of school curriculum construction and professional development, beginning principals can enhance high-level psychological interactions among school colleagues, establishing the habit of cross-disciplinary cooperation between teachers and students, and improve the effectiveness of school wisdom capital to achieve the leadership action via "learning by doing, awareness by learning, and awareness by doing".