體驗區

免費試讀請先加入會員並下載瀏覽軟體

詳目顯示
             閱讀
篇名 教學領導與專業增能: TALIS 2013的省思
並列篇名 Instructional Leadership and Professional Empowerment: Insights from TALIS 2013
作者 王俊斌(Chun-Ping Wang)
中文摘要 本文旨在透過TALIS 2013中學校領導與校長工作滿意度調查之結果分析,提出我 國未來因應教與學變革之省思與建議。根據TALIS 2013中校長教學領導調查,相關重要 發現如下:除少數未採取教師專業標準本位的國家(如芬蘭),一般而言,具有較高教 學領導效能表現的校長,會更願意應用學生表現和評量結果來發展學校目標,也更願意 投注更多時間在教學領導相關任務,更可能直接參與教師的課堂教學,並以此評鑑教師 工作表現。至於工作滿意度而言,採取分散式領導和教學領導的程度愈高的校長,其工 作滿意度也會愈高。對照TALIS 2013的發現,因應未來的教與學變革,臺灣顯然必須 要先確定「領導專業」的定位與內涵,也應有更合理的教學領導之專業發展規劃與在職 培訓。至於我國現職校長教學領導知能或素養的認識與準備度到底為何?建議應該配合 TALIS 2018調查規劃提前因應。
英文摘要 This paper aims to analyze the results of TALIS 2013 “School Leadership” and “Principals’ Job Satisfaction”, and then provides some reflections and suggestions for Taiwan’s future teaching and learning changes. According to TALIS 2013 principals’ school leadership survey, some important fi ndings are as follows: besides a few countries that do not adopt standards-based of teachers’ professional development (e.g., Finland), on average, principals who show high levels of instructional leadership are more likely to report using student performance and student evaluation results to develop the school’s educational goals, likely to spend more work time on curriculum and teaching- related tasks, and likely to tend to directly observe classroom teaching as part of teacher formal appraisal. On the part of job satisfaction, principals have high levels of distributed leadership and instructional leadership also report higher job satisfaction. To compare to the important findings of TALIS 2013, we must have well preparation for future pedagogical change in advance, such as to anchor principle’s profession connotation of“instructional leadership”, and to provide well design training courses, workshops or in-service training for enhancing principles’ instructional leadership competence. In addition, what is the real condition of Taiwan principles’ of instructional leadership competence? this paper suggests that we should integrate various school surveys and educational statistics for coordination with the third survey of TALIS 2018.
頁次 134-148
關鍵詞 分散式領導 校長工作滿意度 專業增能 教與學國際調查 教學領導 distributed leadership principal’s job satisfaction professional empowerment TALIS instructional leadership
卷期 284
日期 201712
刊名 教育研究月刊
出版單位 高等教育出版公司
DOI 10.3966/168063602017120284009