國小校長教學領導反省之個案研究

A Case Study of an Elementary School Principal’s Reflection on Instructional Leadership

李佩玲(Pei-Ling Lee)

指導教授 ： 簡玉敏

中原大學/人文與教育學院/教育研究所/碩士(2008年)

https://doi.org/10.6840/cycu200800265

摘要

中文摘要

在教育改革的趨勢下，教學領導已成為校長必須具備的能力。但是面對多元複雜的情境，為了解決領導中所遭遇的問題並提升校長領導的能力，校長的教學領導反省是很重要的。但國內有關校長反省之研究較為缺乏，因此，本研究以校長教學領導反省為主，了解國小校長教學領導的理念與作法，並探究校長教學領導反省之意義、方法、內涵與類型，最後探討影響校長教學領導的因素。

本研究採質性研究的方法，以一位國民小學校長為研究對象，透過訪談、觀察、校長日誌及文件分析，進行資料的蒐集與分析，最後提出結論與建議：

結論：
ㄧ、教學領導乃視校長為首席教師，強調教師專業，並達成以學生為中心的教育目標。
二、校長教學領導包括：六個行為層面（溝通並傳達學校願景、確保課程與教學品質、促進教師專業成長、營造學生學習氣氛、發展支持教學的學習環境及重視並推動教學研究）及三個行動策略（溝通與分享、走動管理與關心弱勢或特殊兒童）。
三、校長教學領導的原則為：對理念的堅持、給予教師自主、強調對話與反省。
四、校長教學領導反省強調「以學生為主體」；而反省的目的在解決教學領導中所遭遇的問題，並提升校長教學領導能力。
五、校長教學領導反省的方法以反省日誌為主，以對話為輔。
六、校長教學領導反省的內涵，以「技術理性層次」和「行動反省」層次為主。
七、校長教學領導反省之類型，著重在「行動前反省」及「行動後反省」。而反省的方式主要是以計畫、執行、考核、檢討與改進的循環模式，不斷的進行。
八、影響校長教學領導的因素，主要是個人的信仰及所堅持的理念，以及教師的態度與回饋。

建議：
ㄧ、個案校長
（一）持續進行溝通，讓老師了解校長行動背後的原因
（二）尊重老師面對教育改革時不同的步調，並運用適當方法且耐心的引導
（三）適時釋放自我的壓力，以較輕鬆的態度與心情去面對問題
二、其他校長
（一）落實走動管理，了解學校教師教學與學生學習的情況
（二）暢通溝通管道，鼓勵對話並營造分享的校園氣氛
（三）培養個人領導反省的習慣與能力
（四）運用多元的方式進行領導反省，建立行政檔案

三、教育行政機關
（一）給校長更多自主權，發揮專業，實踐教學領導理念。
（二）減少與教學領導無關的活動，以利校長有足夠的時間進行教學領導。
（三）規劃在職進修，強化校長領導及反省的知能。
（四）將校長領導反省列入校務評鑑或校長評鑑的項目中，促進校長重視並實踐反省。
四、未來研究
（一）可對校長的整體領導行為進行反省研究。
（二）選擇其他類型的教學領導者進行研究，例如：教務主任、學年主任等。

關鍵字

教學領導 ； 校長 ； 反省

並列摘要

ABSTRACT

Under the climate of educational reform, instructional leadership is deemed as a critical qualification for principals. However, when facing the diversification and complicated circumstances the principal’s reflection of instructional leadership is significantly important in the purpose of solving the problems encountered and promoting professional growth. Due to the scarcity of research focusing upon principal’s reflection on instructional leadership in our country, therefore, the goals of this research are (i) to understand the instructional leadership idea and the procedure; (ii) to explore the connotation, method, as well as types of reflection of instructional leadership; and (iii) to investigate the factors that impact upon the instructional leadership of principal.
For the research methodology, the qualitative research was exploited. An elementary school principal was investigated through interview, the observation, and analysis of the principal’s diary and the documents. From the results of analysis work and relevant references, the conclusions and recommendations are proposed as following.
Conclusions:
1. Instructional leadership is that school principal as the chief teacher and to accentuate the specialities of teacher as well as to emphasize students-centered in any activities.
2. The principal’s instructional leadership includes six approaches and three strategies of action.
3. Principal’s instructional leadership comprises that adhered of educational beliefs, authorization of teacher’s autonomy and to emphasis on professional conversation and reflection.
4. The principal’s reflection on instructional leadership emphasized the student-centered. The goals of reflection are （1）solving the problems during the processing of in leadership encountered and （2）promotion ability of the principal’s instructional leadership.
5. The methods of principal’s reflection on instructional leadership are varied. The reflection journal is primarily and conversation with the others is secondary among those.
6. The connotation of principal’s reflection on instructional leadership is mainly on the technical reflection and the action reflection level. In technical reflection level, the major are teaching and classroom management following by guidance and curriculum.
7. The type of principal’s reflection on instructional leadership is action for reflection and action on reflection.
8. In the study of factors that impact upon the instructional leadership of principal, the principal considered mainly are the faith and belief that she perseveres in, and teacher’s attitude and feedback.

Recommendation:
1. Suggestions to the case principal
（1）It should let teachers understand the cause of the principal’s action by continuous communication.
（2）To respect teacher’s different approach that facing with educational reform and used adequate solution to induce patiently
（3）When facing with the problem, it should be timely release pressure for the principal and having more relaxed attitude.
2. Suggestions to other principal
（1）To fulfill the instructional leadership by walking around and understand teaching and studying circumstance in school.
（2）To establish an unimpeded communication channel and encourage the conversation that would fulfill a sharing campus atmosphere.
（3）To cultivate a comportment and capacity of leadership reflection.
（4）To utilizes different strategies to perform the leadership reflection and develop portfolios.
3. Suggestions to educational administration institution
（1）To increase autonomy of principals for development of professional ability and accomplish instructional leadership idea.
（2）To reduce extraneous activities with the instructional leadership in order to facilitate principal to carry out the instructional leadership.
（3）To plan in service program to enhance the reflection knowledge to principals.
（4）To include the principal’s reflection of instructional leadership as one of evaluation item on school evaluation or principal performance, which will induce principal to respect and practice reflection ability.
4. Suggestion to future study
（1）To conduct reflection research for principal's whole leadership behavior.
（2）To choose other teachers except principal to process study, for example: Academic affair director, grade director and so on.

並列關鍵字

instructional leadership ； reflection ； principal

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