- 學位論文
一所KIST國小校長運用轉型領導推動社會情緒學習之研究
A Study on the Transformational Leadership on the Principal of a KIST Elementary School to Promote Social-Emotional Learning.
摘要
為了幫助偏遠以及弱勢地區的學校重新思考學校經營模式與學校動能，以促進學校發展的永續性並培養具競爭力的下一代，因此本個案研究以一所偏鄉KIST實驗小學校長如何運用轉型領導推動SEL，過程中如何激發團隊組織與教師專業成長的動能，最終發展出學校SEL特色和教學創新，以落實學生品格力與競爭力的目標。 透過個案學校校長以及校內教師的質性深度訪談，佐以田野調查實際入校觀摩學校環境﹅制教﹅身教和言教，並系統性蒐集教師 SEL 教學與學生SEL 成果的文件資料、相關之次要資料進行分析研究，建構出偏鄉地區KIST國小校長推動SEL課程為核心的轉型領導方法。盼能透過創新的學校經營模式與創新教學方法的實驗教育成功案例，引發更多偏鄉及弱勢學校思考轉型發展以及運用SEL輔以弱勢學生學業成就發展與品格力的可能性，以落實教育公平與正義。 研究發現：璞石國小校長運用轉型領導凝聚共識﹅激勵鼓舞﹅智識啟發﹅管理教學計劃﹅重新設計組織和運用策略聯盟等的領導方式推動SEL，並且透過長期的品格微時刻和刻意練習，能幫助學校親師生1.提升對SEL之認同；2.看見SEL價值；3.投入SEL課程共備與創新設計；4.促進教師 SEL 專業學習動能和教學效能；5.促進學校友善溝通和SEL文化氛圍；6.態度的轉變；7.品格力的內化；8.SEL技巧的提升。
並列摘要
In order to help schools in remote and disadvantaged areas rethink school business models and school dynamics to promote the sustainability of school development and cultivate a competitive next generation, this case study uses a rural experimental primary school to learn how the principal uses Transformation leadership promotes the transformation of the school, and how to stimulate the momentum of team organization and teacher professional growth, and ultimately develops school characteristics and teaching innovation to enhance student learning interest and competitiveness. Through qualitative in-depth interviews with case school principals and school teachers, and the observation method, we systematically collected documents and data on teachers' SEL teaching and students' SEL results, and related secondary data for analysis and research, and constructed the KIST concept school promotion in rural areas. A transformational leadership model with SEL courses at its core. We hope that through the successful cases of innovative school management models and innovative teaching methods in experimental education, more rural and disadvantaged schools will be inspired to think about transformation and development and the possibility of using SEL to supplement the academic achievement development and character development of disadvantaged students, so as to implement educational equity and justice. The study found: The elementary school principal in the case uses transformational leadership to build consensus, inspire, intellectually inspire, manage teaching plans, redesign the organization and use strategic alliances and other leadership methods to promote SEL, which can help teachers and students in the school enhance their recognition of SEL and see the value of SEL, invest in SEL curriculum preparation and innovative design, promote teachers’SEL professional learning motivation and teaching effectiveness ,promote friendly communication and SEL cultural atmosphere in schools, and allow the principal of elementary school to observe teachers through long-term character micro moments and deliberate practice changes in ecological attitudes, internalization of character and improvement of SEL skills.