國民中學教師領導者之個案研究

A Case Study on A Teacher Leader in A Junior High School

葉玉珍(Yu-Chen Yeh)

指導教授 ： 馮丰儀

國立暨南國際大學/教育學院/教育政策與行政學系/碩士(2015年)

https://doi.org/10.6837/NCNU.2015.00088

摘要

本研究旨在探討國民中學教師領導者實施教師領導的情形，探究教師領導者個案實施教師領導之具體作為、困境及實施教師領導對學校產生的影響。本研究採個案研究，以南投縣光明國中教務主任為研究對象，以半結構式訪談大綱，針對10位學校教職人員（主任、組長與現職教師與職員）進行訪談。
本研究根據訪談資料分析，獲致以下結論：
壹、光明國中教師領導者在教學領導、營造校內專業成長氛圍、落實參與式決定及整合資源有效應用等四個面向的具體作為。
在教學領導上教師領導之具體作為有：以身作則，積極投入教學、秉持為學校好之理念，柔性溝通，爭取教師認同；鼓舞支持，做出行動，以及循序漸進推動改革營造校內專業成長氛圍面向上，教師領導者具體作為有：辦理校內、校外增能活動，予教師專業新知並鼓勵實踐；落實共同備課，增加同儕專業對話；推動觀課及教師授業研究會，促使教師落實及精進教學實踐。在落實參與式決定上，教師領導者的具體作為包括：暢通溝通管道，形塑學校成員平等對話氛圍；權力下放，鼓勵教師參與決定。在整合資源有效應用此一面向，教師領導者具體作為有：運用網路媒介讓大家看到光明國中的改變；採取策略結盟與社區拉近距離吸收資源注入。
貳、教師領導者特質、學校文化以及校長角色影響光明國中教師領導者之領導。
教師領導者特質有：角色定位清楚、正向思考、同理關懷、勇於嘗試，具執行力，以及個人領導魅力等五項特質。學校文化因素有：學校教師相處和睦融洽，互助合作；學校成員互動友善，能表達想法；凝聚為學校、學生好的共識；代理教師的積極投入；以及行政支持系統為後盾。校長角色有：支持與鼓舞學校成員與充分授權給予教師發揮的空間。
參、教師領導者領導之影響。
在教師方面：激發教師對專業力自信、提升學校成員參與學校活動動機、引發教師教學精進的動力，及聯繋教師情感。在學校方面：專業及同僚性對話增加，組織內聚力及共識強化。在學生方面：變化學生氣質、學生投入學習，以及學生自信心增強，願意表達。在社區方面：社區對學校持正面評價，認同度提高，與學區學校策略聯盟關係建立。
基於研究發現，提出下述建議：
壹、對教師的建議：一、走出教室，主動關心並參與學校事務。二、積極充實專業能力，拓展自我多元能力。三、基於對教育之使命感，勇於發揮教師領導之影響力。
貳、對校長的建議：一、營造友善、開放的校園氛圍。二、分散權力人人成為教師領導者。三、提供教師發展的機會。
參、對教育行政主管機關之建議：一、提供適合的在職訓練。二、提供誘因鼓勵教師擔任領導者。三、建立教師互助合作的關係。

關鍵字

教師領導 ； 教師領導者

並列摘要

The main purpose of this study is to investigate the implementation of teacher leadership in a junior high school. In order to describe the full view of it, the author selected a representative teacher leader to see how he leads the faculty of his school via what he has really achieved, what the difficulties he confronts to resolve so that he could carry forward the teacher leadership in school, and what the effectiveness of the role to the school. This study adopts case study as the research method, and the main object is the director of Academic Affairs of Guang-Ming Junior High School in Nantou County. In order to collect significant data the author uses semi-structured questionnaire as tool to interview the faculty (includes directors, teachers and staff) of this school.
Based on the interviews data analysis, the findings of the study were summarized as follows:
1. The specific actions of the teacher leader in Guang-Ming Junior High School can be categorized into four dimensions: they are instructional leadership, to create the atmosphere of teaching professional development, to execute the participation decision making, and to integrate and utilize effectively the resources within inner or outer of school.
(1)The dimension of instructional leadership: First, the teacher leader sets a good example and deeply involves in teaching actively. Second, he upholds the faith of teaching qualities for the sake of school, the teacher leader needs to communicate sentimentally in order to consent their approval. Third, he encourages and supports teachers in taking action administratively once the decision has made. Finally, the teacher leader will facilitate and enhance the program consistently.
(2)The dimension of creating the atmosphere of teaching professional development: First, the teacher leader holds an academic seminar periodically so the school colleagues absorb new knowledge in which they can apply in their teaching. Second, through colleagues’ disscussion on teaching preparation, they can get mutual common feedbacks regarded in their teaching contents. At last, boost teaching demonstrations and lesson studies in school to impriove their teaching skills.
(3) The dimension to execute the participation decision making: forming a smooth communication channels and shaping equal dialogue atmosphere among school membership; providing decentralization and encouraging teachers to participate in decision-making.
(4) The dimension to integrate and utilize effectively the resources within inner or outer of school: the use of the internet as an intermediary to let everyone see the light of changes in Guang-Ming Junior High School; to apply strategic alliances with the community closer together so as to absorb resources injection.
2. The factors to influence the implementation of leadership to a teacher leader includes a teacher leader’s personalities, school cultures and the roles of the principal in Guang-Ming Junior High School
(1) The teacher leader’s personalities: role specification, positive thinking, empathy care with one another, the endeavor of trying, with executive power in performance, and personal charisma in leading.
(2) School cultures: school teachers work cooperatively and harmoniously together; school members interact friendly and be able to express ideas each other; they organize the school cohesively and cultivate students a positive learning behaves; substitute teachers actively involved in school affairs; and administrative support systems act as the stronghold of school.
(3) The roles of the principle: he supports and encourages every member of school staff and shares full authorities with them in the light of teacher growing.
3. The influences of leadership of a teacher leader.
(1) The aspect of teachers: to inspire teachers to have more confidence in their professionalism; to motivate teachers to have more willingness integrating school activities; to intrigue teachers to have more dynamic teachings, and to have more understandable sharingness with one another through working together in school activities.
(2) The aspect of school: to increase professional and colleague dialogues; to strengthen the school environment in cohesion and consensus.
(3) The aspect of students: to cultivate students’ proper characteristics; to increase the space for students participation in learnings; to raise up students confidence and eager to express different critical views in their learnings.
(4) The aspect of community: will have a positive assessment and acknowledgement; establish good relationship among school districts to become strategic alliance for improving school affairs.
Based on the findings of this study, makes the following recommendations:
1. Rrecommendations to teachers:(1) Teachers should get involved actively in school affairs.(2) Enriching teachers professionalism, and expand self-multiple capabilities in various areas.(3) In regard with the mission for education, ones should courageously put forth the influences of teacher leadership in characteristic.
2. Rrecommendations to priciple:(1) To create a friendly environment for staff on working harmoniously together.(2) To empower school members to become as a qualified teacher leader.(3) To provide opportunities for teachers in willingly taking the role as a teacher leader in school affairs.
3. Recommendations to authorities of educational administration:(1) To provide the proper in-service trainings.(2) To offer incentives in minds for teachers to be teacher leader.(3) To establish mutual cooperative relations among teachers.

並列關鍵字

teacher leadership ； teacher leader

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