國民小學校長課程領導模式建構之研究

The Study on the Construct of Curriculum Leadership Model for Elementary Principals

黃旭鈞(Hsu Chun Huang)

指導教授 ： 吳清基 ； 歐用生

國立臺灣師範大學/教育學院/教育學系/博士(2001年)

摘要

本研究旨在探討課程領導的理論內涵與立論依據，瞭解國小校長實施課程領導的角色，並比較歐美先進國家課程領導實施現況，進而建構「國小校長課程領導模式」，俾供國民小學與教育行政機關規劃與推展課程領導之參考。
研究採文獻分析法、訪談法及德懷術進行探究。首先，就課程領導的意義、要素與內涵、脈絡、角色、重要任務與課題，以及重要學理基礎進行分析與探究，以瞭解課程領導的理論基礎，闡明課程領導的理念，並比較歐美先進國家課程領導現況，進而初步建構國小校長課程領導模式；其次，進行訪談，蒐集國內外學者專家對國小校長實施課程領導的現況及其對本研究所提出的課程領導模式之意見與看法；最後，採兩回合德懷術進行調查，編擬「國小校長課程領導模式建構調查問卷」作為研究工具，並由19位專家學者組成德懷術小組，蒐集專家學者對「國小校長課程領導模式」之意見，經由德懷術的調查程序，最後確立「國小校長課程領導模式」。
根據文獻分析、訪談及德懷術調查的結果，本研究獲致以下結論：
一、課程領導理論主要包括課程理論與領導理論兩大基礎，具有其獨特的學術造型。
二、透過哲學、心理學、行政學、政治學、社會學的學理分析，可闡明課程領導的理念並確立課程領導的內涵。
三、國小校長是學校中主要的課程領導者，扮演著多樣的課程領導角色，擔負起多元的課程領導責任。
四、世界主要國家普遍重視課程領導，並逐漸發展出課程領導模式和作法供校長或課程領導者參考。
五、「國小校長課程領導模式」包含脈絡、角色、內涵、結果、評鑑與反省改進等面向，形成持續改進的動態模式。
根據上述的結論，本研究提出下列建議：
一、對學校方面的建議
(一)強化校長正確評估情境的能力，瞭解學校課程領導現況與需求。
(二)喚醒校長課程領導角色知覺，分配時間實施課程領導。
(三)加強校長在職進修，充實課程領導專業知能。
(四)鼓勵校長採取課程領導作為，營造學校課程發展有利條件。
(五)促進校長透過課程領導評鑑與反省改進，評估課程領導效能。
(六)教導校長依實際需要，靈活運用課程領導模式。
(七)對照校長實際課程領導經驗，反映課程發展現況。
二、對教育行政機關的建議
(一)支持學校推動課程領導，提振校長推動課程領導的意願。
(二)加強校長培育與在職訓練課程，落實校長課程領導理論與實務整合。
(三)建立校長課程領導專業證照制度，確保校長課程領導品質。
(四)適度鬆綁法令，賦予學校組織結構較多彈性空間。
三、對未來研究的建議
(一)擴大研究樣本與對象，提升研究推論範圍。
(二)採用更多樣的研究方法，驗證課程領導模式的適切性。
(三)針對不同人員，分別建構適切的課程領導模式。

關鍵字

國小校長 ； 課程領導 ； 課程領模式 ； 建構

並列摘要

The primary purpose of this study was to explore the fundamental theories as well as the important connotations of curriculum leadership. The second purpose of this study was to make clear the curriculum leadership role of elementary principals. Meanwhile, the third purpose of this study was to compare the existing conditions of curriculum leadership among different countries. Finally, constructing a curriculum leadership model for elementary principals was the fourth purpose of this study.
In order to reach the aforementioned purposes, literature review, interview, Delphi technique were used. To begin with literature review was utilized to clarify the meaning, concepts, fundamental theories, important connotations, context, roles of curriculum leadership. Also, the existing conditions of curriculum leadership among different countries were compared to realize the curriculum leadership trends. Based on the result of literature review, the author construct a draft curriculum leadership model for elementary principals. Then, interview survey was employed to ask for the experts’ notions and opinions on curriculum leadership as well as to seek their advice on the draft curriculum leadership model. Finally, a two-round Delphi technique was used as the main procedure to conduct the survey with a total 19 experts being asked to participate. “The Construct of Curriculum Leadership Model for Elementary Principals Questionnaires”, developed by the author, were distributed to a 19-member panel. All participants rated the importance of each component of the curriculum leadership model and examined the appropriateness of the model. On the basis of Delphi survey procedure, the curriculum leadership model for elementary principals was established.
Based on the literature review, interview, and Delphi survey, the following conclusions were attained:
1.The curriculum leadership theory is mainly based on two fundamental theories viz. curriculum theories and leadership theories. Integrating these two basic theories produce a unique academic style of curriculum leadership.
2.The analysis of the theories of philosophy, psychology, administration, politics, sociology can contribute to clarify and approve the rationale as well as the content of curriculum leadership.
3.Elementary principals as the chief curriculum leaders in elementary schools play various curriculum leadership roles, take diversified responsibilities on curriculum leadership as well.
4.Countries such as The United States, England, Australia, and Canada all put great emphasis on curriculum leadership. Meanwhile, the curriculum leadership model is increasingly developed to provide consultation for principals or curriculum leaders.
5.The curriculum leadership model for elementary principals is composed of 5 components: context, role, content, product, evaluation and reflective improvement. All these components form a dynamic model with the quality of the continuous improvement.
According to the conclusions of this study, suggestions about the curriculum leadership model were offered for reference of elementary principals, educational administration agencies, and future studies.

並列關鍵字

elementary principals ； curriculum leadership ； curriculum leadership model ； construct