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題名:國小校長建構學校集體智慧的策略
作者:梁金都
作者(外文):Liang, Chin-Tu
校院名稱:國立中正大學
系所名稱:教育學研究所
指導教授:林明地
學位類別:博士
出版日期:2011
主題關鍵詞:國小校長專業學習社區設計研究法集體智慧學校集體智慧principal of elementary schoolprofessional learning communitiesdesign researchcollective wisdomschool's collective wisdom
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「一個成功的校長不僅僅只是教學領導者,而是應讓教師成為教學領導者的協調者」(Glickman, 1991: 7)。因此,校長必須體認個別教師有不同的認知與觀點,並透過提供教師更多的學習機會和持續性知識分享的歷程,以建構學校成為一個專業學習的社區,進而發展學校的集體智慧,解決其可能面臨的問題及提升學生的學習品質。本此觀點,本研究主要採取設計研究法,在準備階段,研究者先從學校集體智慧的概念、相關的理論基礎、可能的影響因素等文獻探討歷程,抽取出校長建構學校集體智慧的4個層面與20個策略和62個作法等內涵,以形成「國小校長建構學校集體智慧策略的內涵」之雛形架構。接著,研究者再藉由七位實務工作者的焦點團體訪談,將前述架構修正為4個層面與17個策略和60個作法等具體可行的內涵;以及透過德懷術的蒐集資料方式,了解十位學者專家對上述內涵的意見,以評估其理論和實踐之適當性,共計形成了4個層面與17個策略和59個作法等共識,並達成研了究目的一「分析國小校長建構學校集體智慧策略的內涵」之設計原型。在執行階段,研究者則將此設計原型介入於研究個案「夕陽國小」實施,並在歷程中不斷與該校皮校長進行討論和溝通,力求盡量能兼顧設計原型的理想與學校情境之實際情境,且透過觀察和訪談等方式蒐集各策略實踐的資料,進一步歸納出國小校長建構學校集體智慧的17個實際策略。在評鑑階段,研究者根據上述實際的策略進行後續評鑑與分析,從而達成研究目的二「提出國小校長建構學校集體智慧的可行策略」,以實現學校的教育目標。其重要結論如下:
一、國小校長建構學校集體智慧策略經由文獻探討、焦點團體訪談、德懷術等分析和探究的歷程,其內涵包含善用學校中的個別智能、強化個別的智能、促進成員間智能的交流、形成相互認可的價值等4個層面與17個策略和59個作法等。
二、國小校長秉持尊重和關懷與信任的態度,積極去營造一個同僚專業分享的校園氛圍,並採取有智慧的作為,以及堅持學生為中心的學校運作思維等學校集體智慧策略的重要內涵。同時能配合相關教育政策與學校行事曆,及考量當時情境等原則,並在善用學校中個別的智能等4個層面下,採取分析並整合學校人力資源等17個策略,可發展出穩健彈性向上的學校集體智慧策略。
此外,根據上述結論,研究者提出對夕陽國小及他校校長領導作為、對教育行政機關、對未來研究發展等多項建議。
The principal of a successful school is not the instructional leader but the coordinator of teachers as instructional leaders (Glickman, 1991:7). Hence, a principal must perceive individual teacher’s different cognition and perspective to construct a school as a professional learning community in order to develop collective wisdom for school, to solve possible problems faced, and to possibly upgrade students’ learning qualities through providing teachers more learning opportunities and persistent, knowledge-sharing process. From this point of view, design research was mainly used in this study. In the stage of preparation, 4 facets, 20 strategies, and 62 methods were selected to form the initial scheme of principals’ constructing collective wisdom strategies at elementary school in the process of literature review for school’s collective wisdom, relevant theoretical foundation, and possible influential factors. Subsequently, above-mentioned scheme was revised to the one including 4 facets, 17 strategies, and 60 methods for concrete action by means of focus group interviews with 7 principals; opinions of ten experts toward the scheme were understood to assess the appropriateness of theory and practice involved to shape 4 facets, 17 strategies, and 59 methods in consensus to further accomplish the 1st purpose of this study: the design prototype of analyzing principals’ constructing collective wisdom strategies at elementary schools. In the phase of execution, the design prototype was stepped in the Sunset elementary school for practice, and the principal was incessantly discussed and communicated to consider the ideal of the design prototype and the pragmatic situation of that school. Data of every individual strategy for practice were collected to generalize 17 pragmatic strategies of the principal’s constructing collective wisdom at the elementary school through observation and interview. In the phase of evaluation, according to the follow-up evaluation and analysis, the 2nd purpose of this study was attained: the proposal of the principal’s feasible strategies of constructing school’s collective wisdom to fulfill the educational objective for school. Imperative conclusions and suggestions were stated as follows:
1. Principals’ constructing collective wisdom strategies were processed through literature review, focus group interview, and Delphi, whose contents were inclusive of 4 facets: using individual intelligences well, intensifying individual members’ intelligences, promoting members’ intelligent communication, and shaping the values mutually identified in the elementary schools, and 17 strategies plus 59 methods.
2. A principal possessed respect, concern, and trust, positively developed the campus atmosphere of colleagues’ professional sharing, took wise action, and insisted student-centered operating thinking in the campus, which were strategies of school’s collective wisdom. Synchronically, on the basis of schedule for the school and educational policy, in the consideration of the current situation, 17 strategies of analyzing and integrating human resources, etc, are maneuvered, to develop stable, flexible, and upward strategic model of collective wisdom at school, under such circumstances of 4 facets: using individual intelligences well, intensifying individual members’ intelligences, promoting members’ intelligent communication, and shaping values mutually identified.
In addition, based on the conclusions stated above, several suggestions were proposed to principals’ leading behaviors, educational administrative organization, and future study development.
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