國民小學校長教學領導之個案研究

A Case Study of Elementary School Principals’ Instructional Leadership

周欣怡(Hsin-Yi Chou)

指導教授 ： 楊振昇

國立暨南國際大學/教育學院/教育政策與行政學系/碩士(2014年)

https://doi.org/10.6837/NCNU.2014.00295

摘要

本研究為一個案研究，旨在探討一所國民小學校長之教學領導理念及具體作為，並研究國民小學校長實施教學領導時遭遇之困境與因應策略。透過訪談法、觀察法及文件分析法進行研究資料的蒐集，並從文獻中探討校長教學領導的理念及具體作為，以作為本研究資料分析之參考。最後，分析並歸納出個案學校易校長的教學領導理念及其具體作為，並探討易校長在個案學校中，實施教學領導過程中遭遇困境時之因應策略。
根據個案分析結果，本研究之結論如下：
一、易校長在個案學校的教學領導理念可分為五個面向，包括：校長以身作則，熱情參與教學活動；視學校為學習型組織，實踐行動；重視學生多元發展，全人教育；善用溝通技巧，建立共同理念；主動爭取資源，全力支援教學。
二、易校長在個案學校中，依其教學領導理念所實施之具體作為，分別為：
（一）校長以身作則，熱情參與教學活動：積極充實自我專業知能；帶領教師進行教學觀察，確保教學品質。
（二）視學校為學習型組織，實踐行動：校長主動關心教師需求，引導教師自我對話反思；營造學習氛圍，鼓勵教師專業對話；建立一套以教師為主體的專業發展模式。
（三）重視學生多元發展，全人教育：校長對學生有高度期望，以提高學生表現水準；以學生為學習主體，激發學習動機；提供多元學習機會，建立學生自信。
（四）善用溝通技巧，建立共同理念：勤走社區，建立關係；與家長成為合作夥伴關係；良性互動與溝通，凝聚教師共識。
（五）主動爭取資源，全力支援教學：引進家長資源；善用社區資源；提供專業資源。
三、易校長在個案學校中，實施教學領導所遭遇之困境可分為三個部分，包括：教師心智習性與教師文化轉變費心費時，缺乏一套健全的教師評鑑和分級制度；校長教學領導時間被切割，教育行政機關具體支持不足；家長成績至上的觀念難以改變，認為教育是學校的責任。
四、易校長在個案學校中，實施教學領導時遭遇之困境，所採取之因應策略，分別為：
（一）教師心智習性與教師文化轉變費心費時，缺乏一套健全的教師評鑑和分級制度
1、成立學習社群，促進專業對話文化。
2、與其他學校組成策略聯盟。
（二）校長教學領導時間被切割，教育行政機關具體支持不足
1、培養教學領導之追隨者。
2、組織教學領導團隊。
（三）家長成績至上的觀念難以改變，認為教育是學校的責任
1、辦理家庭訪問、家長大會，暢通親師溝通管道。
2、建立家長教育孩子的正確方法與觀念。
3、邀請家長參與學校活動，組成家長成長團體。

關鍵字

國民小學 ； 校長教學領導

並列摘要

The purpose of this case study was to investigate the ideas and concrete actions of the principals’ instructional leadership in the public elementary school, and the strategies adopted to the difficulties he encountered were also studied. Three research methods were applied to collect data, which were interviews, observations, and document analysis. Hence, the ideas and the concrete actions of the principal Yi’s instructional leadership could be discussed from the collected data as the reference of this research analysis. At last, the ideas and concrete actions of the principal Yi’s instructional leadership in this case study were analyzed and generalized, and the strategies adopted to the difficulties when the principal Yi in the process of instructional leadership.
Based on the analytic results of the data, the researcher acquires mainly findings as follows:
1. The ideas of the instructional leadership of the principal Yi in this case study could be divided into five dimensions, which includes: being a good example to participate in educational events, organizational learning and practice, multi-development and holistic education, using communication skills to consensus-reaching with parents, teachers and communities, and being a powerful backup to obtain educational resources from parents and communities.
2. The concrete actions based on the ideas of the principal Yi’s instructional leadership could respectively divided as below:
(1) The principal, as a leading mentor, set a good example that improves professional knowledge and abilities, and participating in educational activities enthusiastically to make sure the quality of education.
(2) Organizational learning and practice: the principal should actively care about the need of the teachers and lead the teachers in person to promote them to have the ability of self-reflection; create a learning atmosphere, encourage teachers’ professional dialogue and even set up an efficient system of advanced study.
(3) Multi-development and holistic education: raising the level of performance, the principal should have high expectation on students; regarding the students as main characters to inspire the learning motivation; establishing the confidence of the students by providing multi-learning opportunities.
(4) Using communication skills to make consensus with parents, teachers and communities.
(5) To obtain and utilize educational resources from parents and communities as a powerful backup.
3. The difficulties the principal Yi encountered in the process of instructional leadership could be classified into three main aspects: First, the mind/behavior of teachers and teacher culture were hard to change- the shortage of a comprehensive evaluation and rating system. Secondly, time was fragmentary in the process of instructional leadership and lack of backup from the authorities. Thirdly, the concept of regarding the grades as the highest priority was hard to change for parents.
4. The strategies that the principal Yi adopted in the process of instructional leadership:
(1) The mind/behavior of teachers and teacher culture were hard to change- the shortage of a comprehensive evaluation and rating system.
a. To establish teacher professional learning communities and promote teachers’ professional dialogue.
b. To build strategic alliances with other schools.
(2) Time was fragmentary in the process of instructional leadership and lack of backup from the authorities.
a. To cultivate the followers of educational leading.
b. To organize the leading team of teaching.
(3) The grades, as the highest priority- the concept was hard to change for parents.
a. To make a bridge between teachers and parents by family visits and
parent-teacher meetings.
b. To establish the correct methods and concepts for parents in educating children.
c. To invite parents to join school events and establish growing groups for parents.

並列關鍵字

Elementary School ； Principals’ Instructional Leadership

參考文獻

林明地（2000）。校長教學領導實際：一所國小的參與觀察。教育研究集刊，44，143-172。

楊振昇（2002）。析論「教學領導」之內涵與前瞻。課程與教學季刊，5（2），37-54。

甄曉蘭（2000）。新世紀課程改革的挑戰與課程實踐理論的重建。教育研究集刊，44，61-90。

蔡進雄（2007）。國民中學教師教學領導之建構與發展─以學習領域召集人為例。學校行政雙月刊，52，20-43。

曾增福（2003）。桃園縣國民中學校長教學領導與學校效能關係之研究。國立台灣師範大學教育研究所碩士論文，未出版，台北市。