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題名:高級中等學校校長教學領導策略之研究
作者:陳修平
作者(外文):Shiou-Ping Chen
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:趙志揚
學位類別:博士
出版日期:2014
主題關鍵詞:教學領導校長高級中等學校instructional leadershipprincipalssenior high school
原始連結:連回原系統網址new window
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高級中等學校校長為首席教師兼行政主管,校長應定位兼具教學理念及行政、課程的領導,才能促成學校整體進步。然而,基於現行遴選制度及校園結構,校長必須以行政職權之領導為重,難以有效發揮教學與課程領導專長。因此,本研究主要目的在建構與驗證高級中等學校校長教學領導策略,研究透過文件分析法及深度訪談法瞭解校長教學領導之理論內涵與立論,據以編製問卷調查量表,在以問卷調查取得量化之資料分析後,發展校長教學領導策略。
本研究獲致結論如下:
一、校長、教師及行政人員對高級中等學校校長教學領導力,均認為「教育理念說明與倡導」最為重要。
二、國立學校校長之教學領導較著重於「課程教學與專業成長」,學校位於鄉鎮之校長則較為重視「社群互動」。
三、私立學校與南部學校之教師及行政人員、完全中學之行政人員、學校位於鄉鎮之校長及行政人員,對校長教學領導的感知程度較高。
四、高級中等學校校長在教學領導所遭遇之困境,主要為教師自主性高。
五、高級中等學校校長教學領導策略,主要以「營造行政整合的優質環境」為優先。
六、高級中等學校校長教學領導策略,植基於課程發展與教學視導機制、教師專業成長社群及資源整合的優質環境。
Senior high school principals are considered top teachers as well as chief administrators. Principals should orient themselves as the leaders of educational rationales, administration and curriculum so as to make their schools progressing. However, due to the limitation of the system of principal selection and campus structure, principals have to take administration as their priority. So, they can hardly demonstrate their talents of teaching and curriculum. Therefore, the aim of this study is to construct and verify the strategies of senior high school principals’ instructional leadership. By the use of documentary research and interview, the researcher could understand the theory and principles of principals’ instructional leadership so as to design questionnaires. After analyzing the questionnaires, the strategies of principals’ instructional leadership were developed.
The results of the study were stated as follows:
1. In the aspect of the senior high school principals’ instructional leadership, all the three groups, that is, principals, teachers and administrative staffs, considered that “the explanation and advocacy of the education ideal” is the most powerful in the leading behavior.
2. In the aspect of instructional leadership, principals in national senior high schools put more emphasis on "curriculum and instruction" and "teacher professional growth", while principals in village township valued "teachers' community interaction."
3. The perception of principals' instructional leadership was higher among teachers and administrative staffs in private schools and southern schools, administrative staffs in complete schools, as well as the principals and administrative staffs in village township.
4. What troubled the senior high school principals most in instructional leadership was teachers' greater autonomy.
5. The strategies of instructional leadership of senior high school principals mainly focused on the "creation of excellent surroundings for administrative staffs."
6. The strategies of senior high school principals’instructional leadership were deeply rooted in curriculum development and the implement of instructional supervision, teachers' professional growth groups and excellent environment of resource integration.
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