國小教師領導之實踐研究

A Study of an Elementary School’s Teacher Leadership Practice

孫淑偵(Shu-Chen Sun)

指導教授 ： 陳明鎮 ； 王正華

長榮大學/管理學院/經營管理研究所/碩士(2015年)

https://doi.org/10.6833/CJCU.2015.00018

摘要

本研究以臺灣南部地區一所國民小學為研究對象，採用質性研究方法，深度訪談十位教師，旨在深入了解個案學校教師領導實踐的現況，並探討其實踐的困境與推動途徑。研究結果獲致結論如下：
一、個案學校教師領導的主要成效在於教師能善用有效教學與班級經營策略來提升學生的學習成效。
二、個案學校教師能不斷學習、持續精進來強化自己教師領導的專業知能。
三、個案學校教師大多能互相信任、尊重、分享、反思來達成教師的同儕領導。
四、個案學校教師大多願意參與學校行政決策，服從正式行政領導，配合度高但態度被動。
五、個案學校教師領導實踐的困境與推動途徑，包含教師、時間、校長、學校組織結構、學校文化等五個層面：
（一）教室外領導意願不高，除了研習、增能、反思之外，建議
教師走出教室，參與校務。
（二）受到時間的限制，則建議教師善用學年會議分享、討論。
（三）校長未能充分授權，則建議校長賦權增能鼓勵教師領導。
（四）受限科層體制的束縛，建議教師以教師領導展現專業化的作為。
（五）部分家長配合度低，學生個別差異大，特殊生融合不易，則加強
親師合作與落實補救教學以達成學校文化的改善。
最後，本研究依據上述結論，提出相關建議以作為教育行政機關、教育工作人員及後續研究的參考。

關鍵字

教師領導 ； 賦權增能 ； 領導實踐

並列摘要

This research is based on an elementary school in the southern Taiwan, aims to understand the current situation of the practice of teacher leadership in the case school and tries to discuss the implementation difficulties and solutions. With the qualitative research and ten interviewees from the case school, the results are as follows:
1. In the case school, the main efficiency of teacher leadership is that teachers are good at teaching methodologies and class management to promote students’ learning efficiency.
2. In the case school, teachers can keep on learning and improving themselves in order to reinforce their professionalism for teacher leadership.
3. In the case school, teachers usually trust, respect, and share with each other, then rethink to achieve peer leadership.
4. In the case school, teachers are usually willing to participate in decision-making of their school administration. In addition, they are obedient to formal administrative leadership. They are highly cooperated but their attitudes are passive.
5. Both of the implementation difficulties and the solutions toward teacher leadership include five aspects of teachers, time, the principal, school organizations, and school culture:
(1)Teachers have low intension toward outside classroom teacher leadership. Besides learnings, improving abilities, and rethinking, teachers should be encouraged to go out classrooms and participate in school services.
(2)Result from the limits of time, teachers are suggested to make good use of grade forums to share and discuss.
(3)The principal has not fully authorized subordinates. She can practice empowerment to encourage teacher leadership.
(4)Teachers are restricted to bureaucracy, so they should apply teacher leadership to show their specialties.
(5)Parents’ lower cooperation, students’ great individual differences, and difficulties for disabled students’ integrations could be solved by strengthening parent-teacher cooperation and practicing remedial instructions to achieve better school culture.
On the basis of these findings, this study proposes suggestions to the administrative organizations, educators as well as for the future studies.

並列關鍵字

teacher leadership ； empowerment ； leadership practice

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