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題名:國民小學教師領導之個案研究-以教學卓越金質獎團隊為例
作者:江嘉杰
作者(外文):Jia-Jie Jiang
校院名稱:國立臺南大學
系所名稱:教育學系教育經營與管理碩博士班
指導教授:黃宗顯
學位類別:博士
出版日期:2015
主題關鍵詞:教師領導教學卓越教學卓越金質獎Teacher leadershipexcellent teachingExcellent Teaching Gold Award
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本研究目的在探究國民小學教師領導之形成、運作及影響,以ㄧ所榮獲教育部103年國民小學教學卓越金質獎團隊為研究對象。希望,藉由探究個案學校教師對教卓團隊教師領導的知覺、形成、運作以及對學校相關主體的影響,以提升國小校長及教師對教師領導相關知能,並補充相關文獻之不足。
本研究採用個案研究法,透過訪談及文件分析方式蒐集資料。結論摘述如下:
一、國民小學教師對教師領導的知覺,有兩種形式:(ㄧ)傳統觀的教師領導,傾向以校長、兼職行政主任或兼職行政教師以及資深老師為教師領導者;(二)現代觀的教師領導,傾向以具有課程與教學專業、班級經營有成效、自我精進與專業成長、願意分享與對話、願意付出以及會鼓勵人的教師為領導者。
二、國民小學教學卓越團隊教師領導的形成,從三方面探討:(ㄧ)源起是校長提議,從「特色社群」發展而來,屬於學校任務型的教師專業學習社群;(二)形成因素包括現任校長領導、教師文化發展及校園生態豐富等所促成;(三) 教師領導者包括T2老師、D2主任和校長P,共同特質為積極、正向、願意分享及以學生學習為核心。
三、國民小學教學卓越團隊教師領導的運作,從三方面探討:(ㄧ)運作呈現階段性,須時間持續發展,運作方式以「標竿楷模學習」最有效,具有自由、信任、溫馨與支持的運作氛圍;(二)運作過程中促進教師領導的因素,包括校長的領導、學校行政的支持、學校的教師文化、學校的規模、領頭羊的帶動、團隊的組成、非團隊資深老師的支持、等待、Line社群、「特色」成功的經驗;(三)運作過程中阻礙教師領導的因素,包括沒有時間、教師的專業限制、沒有經驗~擔心搞砸了!、個性和態度因素~無法參加團隊運作、被貼標籤~被貼「國王人馬」標籤、我們太急了、顧此失彼的兩難困境~課上不完,課輔學生無法照顧到、家庭因素。
四、個案國民小學教學卓越團隊教師領導對學校相關主體影響,有三方面:(ㄧ)個人方面,影響成員自信、專業成長、榮譽、尊嚴、認同感更高以及學生多元學習;(二)學校方面,對行政運作、班級經營與課程教學、同儕合作與專業對話、校外鏈結與發表分享產生影響;(三)家長與社區方面,印象翻轉、資源增加的影響。
本研究依據研究結果,提出相關建議,供國小校長、教師、師資培育機構、教育行政機關,以及後續研究參考。
The purpose of this study is to explore the formation、operation and effect of the teacher leadership, taking an elementary school that obtained 2014 Excellent Teaching Gold Award team as example. To explore how teachers of the case to peceieve the teacher leadership.The teacher leadership of the team is how to formate、operate and affect related school objects. The study can supplement the related literature, and improve the knowledge of principals and teachers to teacher leadership in elementary school.
This research applies the case study method and the data collection strategies include interview, and documentation analysis. The results of this research are stated as follows:
First, the viewpoints of how teachers to perceieve teacher leadership include: (1) the traditional teacher leadership, tends to take Principal、Teacher and Director of Division、Teacher and Section Chief、senior teacher as teacher leaders; (2) the contemporary teacher leadership, tends to take the teacher who is an expert of curriculum and teaching, is good at class management, is eager to upgrade his professional development, is willing to share and dialogue, and to encourage others.
Second, the formation of teacher leadership in Excellent Teaching Gold Award team includes three ways: (1) originating from principal’s idea, developing from special communinty, belonging to school task-based teacher professional community; (2) the causes of Excellent Teaching Gold Award team formation includes principal’s leadership、the development of teacher culture and the plenty of campus ecology; (3) the teacher leaders include T2 teacher、D2 director and P principal.
Third, the operation of teacher leadership in Excellent Teaching Gold Award team includes three ways: (1) operating has stages, needs more time to continue to develop, the most effective operation is benchmarking, operating atmosphere is free、confident、warm and supportive; (2) the causes of facilitating teacher leadership include: principal’s leadership、school administrative support、teacher culture、school size、bellwether、constitution of team、the support from senior teacher、wait、Line community、successful experience; (3) the causes of hindering teacher leadership include: lack of time、lack of teacher expertise、no experience、teachers’ personality and attitude、labeling、hurry、dilemma、family.
Fourth, the effect of teacher leadership in Excellent Teaching Gold Award team includes three ways: (1) individual, affecting members’ confidence、professional development、honour、dignity、identity and diversified learning of students; (2) school, affecting the operation of administration、class management、curriculum and teaching、peer cooperation and professional dialogue、connection to outer school and going public; (3) parents and community, image flipping、resource inflow.
Based on the main findings, the researcher provides some implication for elementary school principals and teachers, Ministries of Education, and future research.
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