一位國民中學校長課程領導歷程之研究

Abstract

一位國民中學校長課程領導歷程之研究 摘要 本研究旨在瞭解個案學校校長課程領導之歷程,探討校長課程領導的理念,瞭解校長課程領導的歷程與角色,以及校長課程領導的困難與策略,俾供相關單位及人員之參考。 本研究採質性研究的方法,以台北市一位國民中學校長為研究對象,透過會議觀察、訪談個案校長與其他重要相關人士,以及文件分析等方式蒐集所需資料,根據訪談結果及相關資料之整理,分析討論個案校長課程領導歷程,根據分析討論獲致以下結論: 壹、身為課程領導關鍵推動者,需發揮正向的人格特質與領導哲學,培養正確的校長課程領導理念,以帶領學校同仁一同進入課程領導的動態循環中,提升課程專業能力,改善學生學習品質。 貳、校長在課程領導歷程中,需扮演不同的角色,發揮校長課程領導功能,協助教師發展課程領導,導入專業,透過課程發展委員會與領域教學研究會的運作,帶領學校同仁、家長與社區人士,一同持續的完成課程領導 參、校長根據學校特色,採取適當的課程領導政策,以落實學校願景,完成課程領導任務,也透過課程領導的績效,打破存在學校文化當中的迷思,再造學校學習型文化,使課程領導不斷的循環,提升學校效能。 肆、校長為凝聚家長與社區人士的力量,爭取其支持與資源,首先必須建立學校課程的優質形象,藉由教師的專業展現,作為教育行銷的具體績效,透過學校公關運作以集結學校內、外的力量,促使教育當局重視學校努力成果,並提供其課程發展所需資源。 伍、綜合以上所言,校長課程領導與行政領導、教學領導彼此之間的關係密切,三者應同時進行,相輔相成,才能夠彰顯出校長課程的成效。 最後依據研究結論,分別對國民小學校長、教育行政機關以及後續相關研究提出建議。
The process of one junior high school principal’s curriculum leadership Abstract This research aims at finding out the process of one junior high school principal’s curriculum leadership. For relevant units and people’s reference, this research is also to discuss the idea about principal’s curriculum leadership, find out its process and role, and the difficulty and strategies of principal’s curriculum leadership. Take a principal of junior high school in Taipei for research object, a qualitative study were taken. All the data were collected by document analyzed, observed through meeting and visited my school’s principal and other important people who have a relationship to this topic. According to the arrangement of relevant materials and interview result, the conclusion of this research is as follows: (i). Being the major pusher of curriculum leadership. She needs to have a positive characteristic and the philosophy of leadership, develops correct idea about curriculum leadership and leads his school’s colleagues into a dynamic circulation. Besides, She needs to improve professional ability of teachers and students’ learning quality. (ii). The principal needs to play a different role in leading the process of curriculum leadership, elaborate its function, and help the teachers to develop their own curriculum leadership and one day become professional. Through the operation of Curriculum Development Committee and Teaching Research Association of the field, she can lead school colleagues, parents and community personage continuously to finish the curriculum leadership together. (iii) According to the specialty of the school, the principal should adopt proper curriculum leadership policy to implement scene of wishing school and finish his leadership task. Also, due to the performance of curriculum leadership, she can break the myth that is stored in the culture of the school, rebuild the study-type culture and promote the school’s efficiency. (iv)In order to get more support and resource from the government, the principal must combine the strength of parents and community personage to establish the school’s good quality image through the professional performance of teachers. Only to concentrate internal and external strength of the school can impel education authorities to pay high attention to school’s achievement and offer the necessary resources about curriculum leadership. (v) Above all, the principal’s curriculum leadership has a deep relationship with administrative leadership and teaching leadership. These three should begin at the same time to show the fruitage of principal’s curriculum leadership. At last, some implications are also provided for principals, educational authorities and researchers who want to examine the field of curriculum leadership in the future.

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課程領導, 校長課程領導, curriculum leadership, principal curriculum leadership

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