兩所高中校長學習導向領導之研究：專業學習社群為變革發動者

Abstract

教育環境改革趨勢下，學校校長必須勇敢面對改革的影響，並帶領學校成員進行學校變革。而在教改聲浪中，教師專業學習逐漸備受重視，建立專業學習社群為提升教師專業發展的有效方式之一。故校長的領導角色須加以轉變，培力教師專業學習社群發展專業知能，並運用以學生學習為核心之新領導模式，引領學校突破傳統框架。 本研究選擇兩所個案學校（藍天高中與碧海高中）為研究場域，探討高中校長學習導向領導帶領教師專業學習社群的方式與作為，包括校長之領導思維、領導策略、領導實踐以及領導挑戰等四面向。採取參與觀察、文件分析，以及訪談兩所個案學校校長與教師25位（藍天高中12位，碧海高中13位），進一步蒐集與分析資料。 透過研究發現，學習導向領導係以學生學習為核心思維進行學校改革，領導者之領導思維、領導策略以及領導實踐彼此相互環扣。領導者善用計畫專案之引進，促進學校教師發展教師專業學習社群，進行課程及教師教學的改變和創新，並激勵全體教師，凝聚共同願景目標。但同時亦面臨外部制度限制以及教師負擔過重之挑戰。依此，學習導向領導之運作型式會因外在環境及學校內部情境脈絡衍生適合學校發展之領導路徑，本研究兩所個案學校呈現之學習導向領導模式為校長核心領導以及教師領導之運作模式。 基於以上研究發現與結果，進一步提出有關高中校長學習導向領導與教師專業學習社群之相關建議，提供教育主管機關、高中學校，以及後續研究之參考。In the era of education reform, it is imperative for principals to bravely face challenges and sail through school transformation. Recently, professional learning for teachers has been getting more attention. One of the effective ways to enhance teachers’ professionalism is to develop professional learning communities（PLCs）. Principal leadership has also seen as a key strategy to enhance teachers’ professionalism by developing PLCs in order to redirect educational framework toward student-oriented pedagogy. Two schools（Blue Sky School and Green Ocean School）were chosen as research sites to explore the differences and effects of principal leadership on the development of PLCs. The study focused on principal leadership, strategies, practices,and challenges. The data was collected by observations, document analysis and interviews with principals and 25 teachers（12 in Blue Sky Schools and 13 in Ocean Green Schools respectively）from two school cases. The research findings were that both schools’ did their reformations in student learning oriented way. Leaderships, strategies, and practices were crucial to school changes and inter-related to each other. Moreover, leaders, who can be either teachers or principals to engender creativity and innovation in curriculum reformations through funding projects. However, leaders also have to face challenges, such as the limitations of education system and extra workload and pressure of members in the communities. As a result, leaders would have to take the external and internal environment into accounts to build up the best leadership for learning model in varied contexts. In this study, there were two different leadership for learning models in these two schools: principle centered model and teachers-organized model, respectively. Based on the discussions and conclusions, we addressed suggestions on role models of leadership for learning and PLCs development to educational administration, and high schools and future researchers.