學校課程發展委員會對教師彰權益能提升之研究

Abstract

學校課程發展委員會對教師彰權益能提升之研究 摘要 本研究旨在探究學校課程發展委員會的課程運作機制的建立，對於提昇教師權能感可行的策略及其困境，藉以改進或整備學校課程發展的運作機制，進而促使學校本位的課程發展。本研究採取質性個案研究法，所運用的資料搜集技術包括訪談、觀察，及文件分析，探究個案學校課程發展委員會的運作與教師權能感之關係。依據研究目的，茲將本研究發現分述如下： 壹、大大國中課程發展委員會與教師權能感的發展 大大國中課發會的組織發展可分成醞釀階段、發展階段以及沉澱階段等三個階段。因為個案學校有參加教育部第一年新課程試辦所累積的課程經驗，經量化統計資料得知教師權能感知覺程度上表現不錯，其課發會組織已具雛形。唯研究亦發現，其課發會的運作及教師權能感發展與學校領導者的態度有一定的關係，晚近因為課程領導者角色弱化影響，學校行政組織支援課程發展的實質運作呈現鬆散。 貳、學校課程發展委員會對教師彰權益能提升的影響 大大國中課發會透過擴大教師參與學校課程發展、學校課發會權力運作產生課程決定權重新分配的契機、授能過程中重建教師自我信心與價值、提供促進同僚關係的平台，啟發知識喜悅肯定自我能力、擁有機會與權力促進教學專業的提昇、建立專業進修的機制，提供專業成長機會、啟動教學評鑑，引發教學反省、提供專業對話平台，對學校目前問題產生擁有感，激發自主力量、資訊透明創造專業自主等具體策略或功能來提升教師權能感；但是對於提升教師專業影響力與地位的功能持保留態度。 參、學校課程發展委員會對於提升教師權能感的限制與成因 學校課發會對於提升教師權能感的限制有三：非教師自願性的活動、合作成為強迫性義務、以執行目的為取向；究其成因有七：課發會委員的代表性及專業性不足、課發會的定位不明確、教師調動頻繁，面臨課程運作的課程發展經驗銜接問題、政策不明確及配套措施不足、教師文化呈現保守主義特性、課程領導者角色的弱化、社會環境脈絡與學校結構性的影響。

A Study on Effects of the Committee of School Curriculum Development on the Improvement of the Teachers’ Empowerment

Abstract

This paper aims to discuss the establishment of curriculum operation mechanism of the Committee of School Curriculum Development, the feasible strategies and the difficulties it has on improving the teachers’ empowerment, in order to improve or organize the operation mechanism of the development of school curriculum and facilitate the school-based curriculum development. The method of qualitative research case studies is used in this study and the techniques used for the collection of data include interviews, observations, and document analysis. The relationship between the operation of individual Committee of School Curriculum Development and the teachers’ empowerment is discussed, and in accordance with the purpose of this paper the following findings are described:

I. The Committee of School Curriculum Development of Da Da Junior High School and the Development of the Teachers’ Sense of Empowerment.

The organizational development of the Committee of School Curriculum Development of Da Da Junior High School can be divided into 3 stages, the brewing stage, the developmental stage, and the settling stage. The individual case study schools have accumulated some experiences from participating in the trial curriculum of the Ministry of Education and found that a good performance was seen on the teachers’ perception of empowerment through quantitative statistical data, and realized that an organizational model had been formed for the Committee of School Curriculum Development. The study also found that the operation of the Committee of School Curriculum Development and the development of the teachers’ sense of empowerment had some kind of relationship to the attitude of the school leader. Lately a lax is seen in the actual operation of the support from the school administrations departments to the curriculum development due to a weakening effect of the role of the curriculum leader.

II. The influences of the Committee of School Curriculum Development on the improvement of the teachers’ empowerment

Da Da Junior High School through broadening the teachers’ participation in the school curriculum developments; the opportunity on the reorganization of the decision-making power on curriculums produced by the power operation of the Committee of School Curriculum Development; the reconstruction of the teachers’ confidence and self-worth in the empowering processes; providing a platform for the improvement of work relationships between colleagues; affirming self abilities from inspiring happiness from acquisition of knowledge; facilitating educational professionalism with the possession of opportunity and power; and the construction of professional education systems, the Committee of School Curriculum Development of Dada Middle School is able to provide an opportunity for professional growth; to inspire educational assessments; to trigger educational introspection; and to provide a platform for professional dialogue in order for the teachers to have a sense of ownership to the existing problems of the school; to bring out the autonomy; information transparency; and creation of professional autonomy, the concrete strategies or functions in order to raise the sense of empowerment for the teachers. However its functions on improving the professional influences and the status of the teachers are uncommented.

III. Limitations and the causes that the Committee of School Curriculum Development has on the improvement of the teachers’ sense of empowerment

There are 3 limitations that the Committee of School Curriculum Development has on raising the teachers’ sense of empowerment: involuntary activities for the teachers; when an activity becomes a compulsory obligation; when the execution of the goal becomes the goal. And the research found 7 causes to this: the lack of representation and professionalism in the members of the Committee of School Curriculum Development; unclear orientation of the Committee of School Curriculum Development; over frequent transfers of the teachers; connecting problem with the developmental experiences with the curriculum operation; unclear policies and lack of matching measures; the conservatism of the teachers’ culture; and weakening on the role of the curriculum leader; and the influences from the environmental network of the society and the structure of the school.