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題名：凝聚學校共責的新力量：教師績效責任領導之實踐分析
書刊名：教育政策論壇
作者：張文權／范熾文 引用關係
作者(外文)：Chang, Wen-chuan／Fan, Chih-wen
出版日期：2018
卷期：21:3=67
頁次：頁143-180
主題關鍵詞：教師專業學習社群；教師領導；績效責任領導；Teacher professional learning community；Teacher leadership；Accountability leadership
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(6) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:1714
  • 點閱點閱:27
本文旨在探究國中教師實踐績效責任領導的對象、信念與領導作為，採焦點團體座談與多重個案研究，其中，焦點團體座談依立意取樣邀請實務與專家人員參與，個案研究方面，則以聲譽抽樣方法選取具績效而獲獎之三個教師專業學習社群為研究對象，總計訪談28人次。資料蒐集方法以質性訪談為主、文件分析為輔，並以紮根理論進行編碼分析。結論發現：一、教師擔任績效責任領導者，角色雖具多元性，惟三個個案學校社群領導者皆聚焦於教與學；二、教師進行績效責任領導的領導信念，分為績效目標觀與責任歷程觀，兩者皆會影響其領導作為；三、教師實踐績效責任領導的作為，主要包括共同享有、共同信任、共同增能及共同合作，彼此關聯互補，進而凝聚學校共責的新力量。
This study aims to investigate the practice of accountability leadership by junior high school teachers in terms of their objects, beliefs, and leadership behaviors. This study used focus group methodology and multiple case analysis. A focus group was formed by inviting purposively-sampled related practitioners and professionals, and three cases of effective and awarded teacher professional learning communities were selected by reputational sampling. A total of 28 participants were interviewed. Data were collected mainly through qualitative interviews, supplemented by document analysis, and later coded using Grounded Theory. The conclusions are as follows. 1. A teacher who is also an accountability leader plays multiple roles, but these roles still focus on teaching and learning. 2. A teacher’s belief in practicing accountability leadership consists of the perspectives on performance and responsibility; both perspectives may influence a teacher’s leadership behaviors. 3. The major leadership behaviors of a teacher practicing accountability leadership include mutual sharing, trusting, empowering, and cooperating in a community that connects and complements each of its members and further creates a new force that integrates co-accountability in a school.
期刊論文
1.范熾文、莊千慧(2009)。國小教師績效責任信念、知識管理與班級經營效能關係之研究。學校行政，59，113-136。  延伸查詢new window
2.Hord, Shirley M.(2009)。Professional learning communities: Educators work together toward a shared purpose。Journal of Staff Development，30(1)，40-43。  new window
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7.吳清山(20000300)。學校績效責任的理念與策略。學校行政，6，3-13。  延伸查詢new window
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13.林志成(2015)。聚焦學生學習的教師領導之挑戰、角色與策略。教育研究月刊，256，39-53。new window  延伸查詢new window
14.Demir, K.(2015)。The Effect of Organizational Trust on the Culture of Teacher Leadership in Primary Schools。Educational Sciences: Theory and Practices，15(3)，621-634。  new window
15.林志成(20040800)。建構卓越的教育績效責任文化。教育研究，124，41-51。new window  延伸查詢new window
16.陳成宏(20150500)。美國各州教育人員集體成績作弊現象與原因之探討。教育政策論壇，18(2)=54，31-57。new window  延伸查詢new window
17.Darling-Hammond, L.、Snyder, J.(2015)。Meaningful learning in a new paradigm for educational accountability: An introduction。Education Policy Analysis Archives，23(7)，1-9。  new window
18.Molinaro, V.(2015)。Driving leadership accountability: A critical business priority for HR leaders。People & Strategy，38(3)，32-36。  new window
19.Wood, J. A.、Winston, B. E.(2007)。Development of three scales to measure leader accountability。Leadership and Organization Development Journal，28(2)，167-185。  new window
20.Zheng, X.、Yin, H.、Liu, Y.、Ke, Z.(2016)。Effects of leadership practices on professional learning communities: The mediating role of trust in colleagues。Asia Pacific Education Review，17(3)，521-532。  new window
21.丁一顧、黃智偉、王佳蕙(20160500)。教學導師教師領導之研究：校長支持作為與影響。教育政策論壇，19(2)=58，65-92。new window  延伸查詢new window
22.Kilinc, A. C.(2014)。Examining the relationship between teacher leadership and school climate。Educational Sciences: Theory & Practice，14(5)，1729-1742。  new window
23.顏國樑(20160600)。以教師專業學習社群帶動教師專業成長的浪潮。師友月刊，588，14-18。  延伸查詢new window
24.張文權、范熾文、陳成宏(20170900)。國民中學校長績效責任領導困境與策略之研究：質性分析取徑。教育科學研究期刊，62(3)，57-93。new window  延伸查詢new window
25.張世璿、丁一顧(20160600)。國民小學教師領導核心能力指標建構之研究。新竹教育大學教育學報，33(1)，1-38。new window  延伸查詢new window
26.Fullan, M.、Rincón-Gallardo, S.、Hargreaves, A.(2015)。Professional capital as accountability。Education Policy Analysis Archives，23(15)，1-22。  new window
27.Hairon, S.、Goh, J. W. P.、Chua, C. S. K.(2015)。Teacher leadership enactment in professional learning community contexts: Towards a better understanding of the phenomenon。School Leadership and Management，35(2)，163-182。  new window
28.Hamzah, N.、Noor, M. A. M.、Yusof, H.(2016)。Teacher leadership concept: A review of literature。International Journal of Academic Research in Business and Social Sciences，6(12)，185-189。  new window
29.Jamal, A.-H.、Tilchin, O.、Essawi, M.(2015)。A teacher accountability model for overcoming self-exclusion of pupils。International Education Studies，8(9)，58-64。  new window
30.梁金都、林明地(20150900)。國小校長領導專業學習社群以發展學校集體智慧的策略。教育研究集刊，61(3)，1-46。new window  延伸查詢new window
31.張文權、范熾文(2018)。國民小學教師績效責任領導量表之發展與運用。課程與教學季刊，21(2)，169-198。new window  延伸查詢new window
32.Berg, J. H.、Carver, C. L.、Mangin, M. M.(2014)。Teacher leader model standards: Implications for preparation, policy, and practice。Journal of Research on Leadership Education，9(2)，195-217。  new window
33.Clark, L.(2008)。Clinical leadership: Values, beliefs and vision。Nursing Management，15(7)，30-35。  new window
34.Harrison, C.、Killion, J.(2007)。Ten roles for teacher leaders。Educational Leadership，65(1)，74-77。  new window
35.Leavitt, D. R.、Palius, M. F.、Babst, R. D.、Donegan, R.、Lampkin, J. L.、Smith, M.、Whitford, P. A.(2013)。Teachers create a professional learning community to be a place of their own。Mid-Atlantic Education Review，1(1)，3-16。  new window
36.Reeves, D. B.(2009)。The learning leader/model teachers。Educational Leadership，66(5)，85-86。  new window
37.Ryder, J.(2015)。Being professional: Accountability and authority in teachers' responses to science curriculum reform。Studies in Science Education，51(1)，87-120。  new window
38.Silva, L. A. A.、Soder, R. M.、Schimdt, S. M.、Noal, H. C.、Arboit, É. L.、De Marco, V. R.(2016)。Teacher archetypes: Perceptions of nursing students。Texto & Contexto-Enfermagem，25(2)，1-8。  new window
39.賴志峰(20090900)。教師領導的理論及實踐之探析。教育研究與發展期刊，5(3)，113-143。new window  延伸查詢new window
40.Leithwood, Kenneth、Harris, Alma、Hopkins, David(2008)。Seven strong claims about successful school leadership。School Leadership & Management，28(1)，27-42。  new window
41.Pandit, Naresh R.(1996)。The Creation of Theory: A Recent Application of the Grounded Theory Method。The Qualitative Report，2(4)，1-15。  new window
42.丁一顧(20110900)。教師專業學習社群與教師集體效能感關係模式驗證之研究。屏東教育大學學報. 教育類，37，1-25。new window  延伸查詢new window
43.張德銳(20101100)。喚醒沈睡的巨人--論教師領導在我國中小學的發展。臺北市立教育大學學報．教育類，41(2)，81-110。new window  延伸查詢new window
學位論文
1.Rashid, F.(2015)。Mutual accountability and its influence on team performance(博士論文)。  new window
2.Vaisman, T.(2002)。Creating a caring community: An Israeli case study of teacher professional development(博士論文)。  new window
圖書
1.Murphy, J.(2005)。Connecting teacher leadership and school improvement。Thousand Oaks, CA：Sage。  new window
2.Stewart, D. W.、Shamdasani, P. N.、Rook, D. W.(2007)。Focus Groups: Theory and Practice。Thousand Oaks, CA：Sage Publications, Inc.。  new window
3.Reeves, D. B.(2004)。Accountability for learning: How teachers and school leaders can take charge。Alexandria, Virginia：Association for Supervision and Curriculum Development。  new window
4.Danielson, C.(2006)。Teacher leadership: That strengthens professional practice。Association for Supervision and Curriculum Development。  new window
5.Worrall, D.(2013)。Accountability leadership: How great leaders build a high performance culture of accountability and responsibility。The Accountability Codes。  new window
6.Worrall, D.(2014)。The personal accountability code: The step-by-step guide to a winning strategy that transforms your goals into reality with the new science of accountability。The Accountability Codes。  new window
7.Robbins, S. P.(1998)。Organization behavior。Upper Saddle River, New Jersey：Prentice-Hill。  new window
8.吳清山(2016)。教育的正向力量。高等教育出版社。  延伸查詢new window
9.Brundrett, M.、Rhodes, C.(2011)。Leadership for quality and accountability in education。Routledge。  new window
10.Green, Reginald Leon(2017)。Practicing the art of leadership: A problem-based approach to implementing the professional standards for educational leaders。Pearson。  new window
11.Kraines, G.(2001)。Accountability leadership: How to strengthen productivity through sound managerial leadership。Career Press。  new window
12.Silverstein, S.(2015)。No more excuses: The five accountabilities for personal and organizational growth。Sound Wisdom。  new window
13.Ulrich, D.、Smallwood, N.(2013)。Leadership sustainability: Seven disciplines to achieve the changes great leaders know they must make。New York, NY：McGraw-Hill。  new window
14.王金國(2016)。教學專業Update。臺北：五南圖書。  延伸查詢new window
15.Connors, R.、Smith, T.(2014)。The wisdom of Oz: Using personal accountability to succeed in everything you do。New York, NY：Penguin Group。  new window
16.Gordin, L.(2012)。Teachers as team leaders in a professional learning community: Empowering and equipping teachers leaders to lead。Saarbrücken：LAP Lambert Academic Publishing。  new window
17.Hannaford, B.(2011)。Teacher perceptions of a professional learning community: A new way to think about teaching, the professional learning community。Saarbrücken：LAP Lambert Academic Publishing。  new window
18.Whalan, F.(2012)。Collective responsibility: Redefining what falls between the cracks for school reform。Rotterdam：Sense。  new window
19.蔡進雄(2017)。教育領導新論：微領導時代的來臨。臺北：翰蘆。  延伸查詢new window
20.謝文全(2017)。教育行政學。臺北：高等教育。  延伸查詢new window
21.Beck, C.、Kosnik, C.(2014)。Growing as a teacher: Goals and pathways of ongoing teacher learning。Rotterdam：Sense。  new window
22.Connors, R.、Smith, T.(2016)。Fix it: Getting accountability right。New York, NY：Portfolio。  new window
23.Dealy, M. D.、Thomas, A. R.(2007)。Managing by accountability: What every leader needs to know about responsibility, integrity-and results。Westport, CT：Praeger。  new window
24.Grimshaw, J.(2010)。Leadership without excuses: How to create accountability and high performance。New York, NY：McGraw-Hill。  new window
25.Krueger, R. A.、Casey, M. A.(2015)。Focus groups: A practical guide for applied research。Sage。  new window
26.Moore, L. A.(2017)。Feet to the fire: How to exemplify and create the accountability that creates great companies。New York, NY：Business Expert。  new window
27.Pankake, A.、Abrego, J. Jr.(2017)。Lead with me: A principal's guide to teacher leadership。Routledge。  new window
28.Robinson, L. O.(2017)。Naked in the public eye: Leading and learning in an era of accountability。Lannham, MD：Rowman and Littlefield。  new window
29.Teddlie, C.、Tashakkori, A.(2009)。Foundtions of mixed methods research。Thousand Oaks, CA：Sage。  new window
30.Wilmore, E. L.(2007)。Teacher leadership: Improving teaching and learning from inside the classroom。Thousand Oaks, CA：Sage。  new window
31.Katzenmeyer, M.、Moller, G.(2009)。Awakening the sleeping giant: Helping teachers develop as leaders。Corwin Press。  new window
32.王文科、王智弘(2014)。教育研究法。五南圖書出版股份有限公司。new window  延伸查詢new window
33.Yin, Robert K.(2014)。Case Study Research: Design and Methods。Sage。  new window
34.楊振昇(20060000)。教育組織變革與學校發展研究。臺北：五南。new window  延伸查詢new window
圖書論文
1.張文權、范熾文(2015)。促進教師專業發展的新取向--績效責任領導。師資培育法20年的回顧與前瞻。臺北市：中華民國師範教育學會。  延伸查詢new window
2.Barnett, B. G.、Shoho, A. R.、Bowers, A. J.(2013)。[School and district leadership in an era of accountability] Introduction。School and district leadership in an era of accountability。Information Age。  new window
3.Jumani, N. B.、Malik, S.(2017)。Promoting teachers' leadership through autonomy and accountability。Teacher empowerment toward professional development and practices。Springer。  new window
4.Rhoten, D.、Camoy, M.、Chabran, M.、Elmore, R.(2003)。The conditions and characteristics of assessment and accountability。The new accountability: High schools and high-stakes testing。New York, NY：Routledge Falmer。  new window
5.丁一顧(2017)。臺灣教師專業發展評鑑實施之省思與展望。亞洲教育的挑戰與展望。新北市：國家教育研究院。  延伸查詢new window
6.張德銳(2012)。教師領導在教學輔導教師制度中的發展與實踐。喚醒沉睡的巨人:教師領導故事集。臺北：五南圖書。  延伸查詢new window
7.Easley, J.、Elmeski, M.(2016)。From policy and practive to possibilities。Educational accountability: International perspectives on shallenges and possibilities for school leadership。New York, NY：Routledge。  new window
8.Johnson, D. G.(2017)。Rethinking the social responsibilities of engineers as a form of accountability。Philosophy and engineering: Exploring boundaries, expanding connections。Cham：Springer International。  new window
9.Swaffield, S.、Alexandrou, A.(2014)。Introduction-Teacher leadership and professional development: Perspectives, connections and prospects。Teacher leadership and profesional development。New York, NY：Routledge。  new window
 
 
 
 
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