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篇名 十二年國民教育政策下桃竹苗四縣市國民小學素養導向教學領導團隊權力分布之研究
並列篇名 A Study on Power Distribution of Elementary School Competency-based Instructional Leadership Team in Taoyuan City, Hsinchu County, Hsinchu City and Miaoli County Under 12-Year Basic Education Policy
作者 李安明(An-Min Li)
中文摘要 《十二年國民基本教育課程綱要》雖已全面實施,但目前教學領導的行為內涵尚未符合素養導向領導的實務需求,而檢視目前國內教學領導的實徵性研究,大致仍以校長單一領導的集權教學領導理論為基礎,與相關的變項進行關係探究,嚴重忽略當今學校已轉向校長與教師共組團隊進行領導實踐的情境脈絡與現實。換言之,早期由上而下的校長教學領導作為,屬於科層化校長集權領導的概念,較無法適用於當前同時強調校長領導、教師專業發展社群、學習共同體共治的權力分布生態。有鑑於此,本文提出能整合十二年國教素養導向課程發展脈絡與當前領導實踐分權化的教學領導團隊概念—素養導向教學領導團隊權力分布,據以發展研究工具,並針對桃竹苗四縣市素養導向教學領導團隊權力分布現況進行問卷調查分析。研究結果顯示,桃竹苗四縣市國民小學校長、教師兼任行政人員及教師普遍知覺到教學領導團隊採用中高度權力分布方式來實施新課綱;權力分布程度由高至低依序為「確保教學品質」、「促進教師專業發展」、「確保課程品質」、「發展教學目標與任務」、「增進學生學習氣氛」、「發展支持的工作環境」;不同年齡、服務年資、擔任職務、學校區域、學校規模,以及有無跨領域社群的國民小學校長、教師兼任行政人員及教師在素養導向教學領導團隊權力分布的知覺度有顯著差異,而在性別、最高學歷、學校地區、是否是前導學校,以及有無領域社群則無知覺度的顯著差異。據此,本文提出三項重要結論與三點研究建議。
英文摘要 12-Year Basic Education policy was fully implemented throughout all levels of education in Taiwan. However, the content of instructional leadership was not updated in accordance with comptency-based curriculum and instruction, which results in its unfitness in school daily practices. Examing existing literature of instructional leadership, it is found that most studies centered on the study of the relationship between principal instructional leadership and its related variables, and relatively ignored the fact that school instructional leadership isactually implemented by a team which is composed of principal and teacher leaders. In another words, centralized instructional leadership is impracticable in current collegiality-oriented school context. Based on this observation, this paper developsa concept of competency-based instructional leadership team, and creates a reliable research instrument, so as to investigate the current situation of power distribution of elementary school competency-based instructional leadership team. Results shows that participated principals, teachers as part-time administrators, and full-time teachers in Taoyuan City, Hsinchu County, Hsinchu City and Miaoli County perceived middle to high level of leadership power distribution, when their school instructional leadership teams implemented New Curriculum. In addition, the high-low ranking order of perceived power distribution indicates that, “assuring instruction quality” and “initiating teacher professional development” are the highest dimensions perceived, followed by “assuring curriculum quality” and “developing instructional goal and task”, and “strengthening student learning climate”and “developing supporting working environment” are the least perceived dimensions. Furthermore, there is a significant difference among background variable perception toward instructioanl leadership team power distribution in age, years of service, position, school area, school size, and cross-field communities provided for school principals, teachers as part-time administrators and full-time teachers. Based on these findings, this paper proposed three important conclusions and four suggestions.
頁次 019-034
關鍵詞 十二年國教政策 素養導向教學領導團隊 權力分布 12-Year Basic Educationpolicy competency-based instructional leadership team power distribution
卷期 343
日期 202211
刊名 教育研究月刊
出版單位 高等教育文化事業有限公司
DOI 10.53106/168063602022110343002