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篇名 標準驅動領導:澳洲校長專業標準政策分析
並列篇名 Standards-driven Leadership: A Policy Analysis of Australian Professional Standard for Principals
作者 孫志麟(Chih-Lin Sun)
中文摘要 校長專業標準不僅是確立校長專業地位的前提,也是提升校長素質與領導效能的依據,故世界各國家或地區陸續發展校長專業標準,作為校長培育與專業發展的行動框架。相較於先進國家的做法,臺灣迄今尚未發展中小學校長專業標準,因而無法建立完善的校長專業制度。基於政策學習的立場,本研究進行澳洲校長專業標準政策分析,探討澳洲校長專業標準的發展與應用並加以評析,以作為臺灣之借鏡與啟示。研究發現:一、澳洲校長專業標準的建構過程相當嚴謹,由利益關係者共同參與,以建立共識並利於推展。二、澳洲校長專業標準是以培育未來領導人才為重點,由「領導要求」與「專業實踐」交叉構成了一個整全的模式,可作為學校領導實踐之架構。三、澳洲校長專業標準可應用於校長自我反思、校長遴選與任用、校長培育與專業發展、校長生涯進階、校長績效表現評估等領域,以提高校長專業標準的效用。四、澳洲發展《領導細則》、《360度反思工具》、架設網路平台、提供範例等配套措施及支持系統,有利於校長專業標準的實施與推展。五、整體來看,澳洲校長專業標準具有「標準驅動、專業指引」的作用,惟其實施效應尚待進行系統性的檢視與評估。最後,本研究討論澳洲經驗對於臺灣發展校長專業標準之意涵。
英文摘要 The principal professional standard is not only the premise for establishing the professional status of principals, but also the basis for improving the quality and leadership effectiveness of principals. Countries or regions around the world have successively developed professional standards as a framework of action to promote the professional development of principals. However, Taiwan has not developed the professional standards for primary and secondary school principals, which affects the implementation and promotion of the principal leadership development system. This study explores the development and application of Australian professional standard for principals. It analyzes the background, construction, structure and contents, and implementation of Australian professional standard for principals. The results showed that: 1. The process of constructing the professional standards of Australian principals is rigorous. It involves the participation of stakeholders in order to build consensus and facilitate implementation. 2. Australian professional standard for principals focuses on cultivating future school leaders. It is an integrated model that consists of three “Leadership Requirements” and five “Professional Practices”. 3. Australian professional standard for principals can be used as an indication for principals’ self-reflection, principal selection and appointment, principal preparation, principal professional development, principal career advancement, and principal performance evaluation. 4. Australia develops the “Leadership Profiles”, the “360° Reflection Tools”, the establishment of websites platform, and provides examples and supporting systems to facilitate the implementation of the principal professional standard. 5. Overall, the development of Australian professional standard for principals has the value of “standards-driven and professional guide”, but its implementation effects need further evaluation. Finally, this study discusses the implications from Australia’s experience for Taiwan.
頁次 001-030
關鍵詞 政策分析 校長專業標準 學校領導 澳洲 policy analysis principal professional standard school leadership Australia TSSCI
卷期 25:1
日期 202202
刊名 教育政策論壇
出版單位 國立暨南國際大學教育政策與行政研究所
DOI 10.53106/156082982022022501001