國民小學校長學習領導系統模式建構之研究

面對工業4.0的時代，以及落實「十二年國民基本教育」政策，校長學習領導是不可避免的趨勢。教育的本質，應該回歸在小學教育以「學生為中心」奠定學習的基礎。基於此，兼顧校長學習領導之應然面與實然面的落實，建構國民小學校長學習領導的典範學習模式，是值得探討的議題。本研究以系統思考之整體觀點，描繪國民小學學校系統結構，探討優良的校長學習領導之系統模式。研究目的有五：一、分析校長學習領導之內涵與理論架構。二、探究國民小學校長實踐學習領導之現況。三、分析不同背景變項的教師知覺校長學習領導之差異情形。四、探究校長實踐學習領導之困境與因應策略。五、建構國民小學校長學習領導之系統模式。為達上述研究目的，本研究採問卷調查，進行臺中市公立國民小學教師知覺校長學習領導行為之現況調查；再以半結構式訪談五位符合高程度學習領導行為的校長，瞭解優良的學習領導校長所面臨的困境與其因應策略。最後，採系統動態學之「質性因果關係模式」，建構國民小學校長學習領導之系統模式。本研究之研究發現如下：一、國民小學校長學習領導內涵包含：建立學習願景、資源取得運用、塑造學習環境、重視學習成效、發展教師專業及型塑學習文化等六個層面。二、臺中市國民小學教師知覺校長學習領導之現況，屬中高程度。三、不同校長在校年資、學校規模及性別之國民小學教師知覺校長學習領導行為，在整體的表現上無顯著差異。不同學校地區、教師身分別及具不同教學專業身份種類之國民小學教師知覺校長學習領導行為，在整體的表現上有顯著差異。四、研究結果呈現國民小學校長學習領導之困境與因應策略，以及建構其系統模式。最後，本研究根據研究發現提出相關建議，提供主管教育機關、國民小學校長，以及後續研究之參考。

關鍵字

校長學習領導；系統模式；系統思考；系統動態學

並列摘要

Faced with the era of Industry 4.0 and the implementation of the "12-year Basic Education" policy, the principals had to acquire the leadership to cope with the inevitable trend. The essence of education should be reverted to the primary education with "student- centered" as the foundation of learning. For this regard, having considered the implementation of principals’ leadership for learning in theory and in practice, the issue of constructing a model learning mode for primary school principals was worth studying. This study depicted the structure of the public primary schools to explore the system model of excellent principals’ leadership for learning based on a holistic viewpoint of system thinking. The purposes of the study included five parts. The first was to analyze the connotation and theoretical framework of principal's leadership for learning. The second was to explore the status of public primary school practicing principals’ leadership for learning. The third was to analyze the differences in the perception of teachers from different background variables towards the behavior of principals’ leadership for learning. The fourth was to explore the plight of principals in practicing leadership for learning and the corresponding strategies. The fifth was to construct the system model of principal’s leadership for learning of public primary school. To achieve the above purposes of the study, the research had conducted a questionnaire survey on the perception of public primary school teachers towards the behavior of principals’ leadership for learning in Taichung City. Besides, the semi-structure interview was used focusing on five principals who met the high level of leadership for learning to understand the plight of principals who possessed excellent leadership for learning and their corresponding strategies. Finally, the "model of qualitative causality" of system dynamics was adopted to construct a system model of principals’ leadership for learning in primary schools. The findings of this study were set out below: 1.The connotations of principal's leadership for learning comprised six aspects including establishing learning visions, acquiring and using resources, shaping the learning environment, valuing learning effectiveness, developing professional of teacher, and molding learning culture. 2.The perception of public primary school teachers towards the status of principals’ leadership for learning in Taichung City was at a middle and high degree. 3.In terms of different seniority of the principals, school size and gender, the perception of primary school teachers towards the behavior of principals’ leadership for learning showed no significant difference in general performance. In terms of different school districts, teacher status and different types of teaching qualification, the perception of primary school teachers towards the behavior of principals’ leadership for learning showed significant difference in general performance. 4.The research result showed the plight and the corresponding strategies of principals’ leadership for learning in primary school, as well as the constructing of its system model. Eventually, based on the findings, this study put forward the relevant proposals for the competent education authorities, primary school principals, and for reference of any follow-up studies.