臺北市國民中學學習領域召集人教師領導之研究

陳淑君

指導教授 ： 魯先華

國立臺灣師範大學/教育學院/教育學系/碩士(2010年)

摘要

本研究旨在瞭解臺北市國民中學學習領域召集人教師領導之現況，探求領域召集人教師領導所遭遇問題與解決策略，期能提供相關單位及人員之參考。採用文獻探討、問卷調查及訪談方法進行研究，研究重要發現如下：
一、臺北市國民中學學習領域召集人教師領導的現況尚佳。
二、臺北市國民中學教師認為學習領域召集人教師領導還算重要。
三、臺北市國民中學學習領域召集人教師領導任務運作各層面現況尚佳。
四、臺北市國民中學教師認為學習領域召集人教師領導所遭遇最大問題為「領域召集人未被賦予明確的法定職權，不知如何發揮影響力」。
五、臺北市國民中學教師認為學習領域召集人教師領導所遭遇問題之最必要的解決策略為「增加領域召集人減授課時數」。
六、不同背景變項的臺北市國民中學教師對學習領域召集人教師領導整體任務運作知覺無差異
七、不同職務的臺北市國民中學教師對學習領域召集人教師領導任務運作的課程領導層面知覺有差異。專任教師比兼任行政的教師所知覺程度較高。
八、不同年資的臺北市國民中學教師對學習領域召集人教師領導任務運作的課程領導層面知覺有差異。資淺教師比資深教師所知覺程度較高。
九、學習領域召集人教師領導能促進溝通協調與教師專業發展。
針對研究結果，本研究提出以下建議：
一、對國民中學學習領域召集人的建議
（一）增進領導專業知能，提升教師領導效能。
（二）善用校內外的資源，豐富教師領導內涵。
（三）規劃專業學習社群，促進教師專業成長。
二、對學校行政單位的建議
（一）確行減授課的時數，增加領域召集人教師領導時間。
（二）規劃領導知能研習，提供領域召集人增權賦能機會。
（三）提供相關領導資源，協助領域召集人進行教師領導。
三、對教育行政機關的建議
（一）賦予領域召集人法職權，明確規定資格、權利與義務。
（二）辦理專業領導知能研習，精進領域召集人的領導能力。
（三）建立相關敘獎獎勵制度，鼓勵領域召集人的優良表現。

關鍵字

教師領導 ； 學習領域召集人

並列摘要

The purposes of this study are to understand the current situation of teacher leadership by the convenors of learning areas in Taipei city’s junior high school , to understand the encountered problems , and to find solutions strategies. In order to provide a reference for relevant units and personnel. The research methods are literature review, questionnaires and interviews to conduct research. Study findings were as follows:
1.The status of teacher leadership by the convenors of learning areas in Taipei city’s junior high school is overall good.
2.Taipei junior high school teachers think that teacher leadership by the convenors of learning areas is fairly important.
3.Overall, the convenors of learning areas in Taipei city’s junior high school are doing good jobs in most of the works.
4. From Taipei junior high school teachers’ view , the biggest concern is “the convenors of learning areas has not been given explicit statutory authority, then they don’t know how to influence ”.
5. From Taipei junior high school teachers’ view , the most urgent solution of the convenors of learning areas conducting teacher leadership is “to increase the redution of the convenors’ teaching hours”
6. Taipei junior high school teachers of different personal variables do not have different cognitions about the task operation by the convenors of learning areas in Taipei city’s junior high school.
7. Taipei junior high school teachers of different positions have different cognitions about the task operation of curriculum leadership level by the convenors of learning areas in Taipei city’s junior high school.The result is that the cognitions by teachers are obviously higher than administrators.
8. Taipei junior high school teachers of different years experience have different cognitions about the task operation of curriculum leadership level by the convenors of learning areas in Taipei city’s junior high school. The result is that the cognitions by teachers of under 5 years experience are obviously higher than teachers of over 25 years experience.
9. Teacher leadership by the convenors of learning areas can promote communication, coordination ,and professional development of teachers.

Based on the findings, this study proposes the following:
1.The proposal for the convenors of learning areas
(1) Enhance leadership skills and the effectiveness of teacher leadership.
(2) Be use of internal and external resources ,and rich content of teacher leadership.
(3) Plan professional learning communities to promote teachers professional development.
2.The recommendations for the school administrative unit
(1) Does cut the number of hours teaching and increase the teacher leadership the for the convenors of learning areas.
(2) Plan leadership training workshop and to provide the opportunities for the convenors of learning areas with empowerment.
(3) Provide leadership resources to help the convenors of learning areas.
3.The recommendations for the education administration
(1) Give to the convenors of learning areas legal authority, clearly defined qualifications, rights and obligations.
(2) Apply professional leadership seminar to enhance leadership abilities of the convenors of learning areas.
(3) Establish the relevant award classification system to encourage good performance from the convenors of learning areas.

並列關鍵字

teacher leadership ； the convenors of learning areas

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