國中特教教師之僕人式領導初探-以新北市某國中身心障礙生為例

國民教育越發達，人權越重視，特殊教育也越受關注。身為第一線的特殊教育教師，如何帶領這群特殊教育需求的孩子們，提供適性教育發揮個人潛能是責無旁貸的。本研究旨在探討特殊教育強調傾聽、同理、等精神與僕人式領導之間關係，藉以探討僕人式領導是否適用於特殊教育領域中本研究發現，僕人式領導行為是一種善的行為，教師堅持著自己的信念行事，使學生受益成長且喜歡在這樣的環境裡學習成長，最終學校裡的每一份子都將隨時為他人服務，此種發自內心的成長，便是僕人式領導運用在學校與班級最大的改變之處。教師在教學領域中運用的領導方式，必須注意學生的個別差異、人格特質、教學情境、教材內容等做彈性應變，方能有效達成預定的目標。

關鍵字

特殊教育；僕人式領導

並列摘要

The more developed the national education is, and the more emphasis on human rights, the more attention will be paid on special education. As teachers of special education in the first line, we are duty-bound to lead the children with special educational needs, to provide them with adaptive education and learning, and to help them develop their individual potential. This study is aimed to investigate the relationship between the servant leadership and the cores of special education, such as emphasis on listening, empathy, thereby to examine the applicability of servant leadership in special education. This study found that servant leadership behavior is a benevolent deed. Teachers adhere to their own beliefs, so that students benefit and like to learn to grow in such an environment, and ultimately every one of the school will be at service for others. This kind of growth coming from the heart is the biggest change for the application of the servant-style leadership in the school and the class. To effectively achieve the intended goal, teachers’ leadership in the field of teaching must be flexible and pay attention to the students’ individual differences, personality traits, teaching context, and teaching materials, etc.