跨校教師專業學習社群之協作領導研究

Abstract

本研究旨在探究跨校教師專業學習社群之背景與發展，以及落實協作領導之情形。採用質性取徑的個案研究設計，以立意取樣方式選擇一個國小數學跨校教師專業學習社群「幸福社群」為研究個案。以訪談法及文件分析法為蒐集資料管道，訪談幸福社群創始人、召集人及三位參與成員，合計五位，透過資料蒐集、彙整與分析，據以提出跨校教師專業學習社落實協作領導之結論與建議。本研究之主要結果包括： 一、幸福社群之成立源自教師需求，穩定來自政策支持，發展基於具備實務性知識，且能滿足教師教學需求。 二、協作領導促進跨校教師專業社群的運作機制，策略如下： （一）尋找資源並落實知識共享，奠定協作領導的基礎。 （二）人人都是專家，建立平等對話的基礎。 （三）賦權與共享機制，營造彈性自由的領導空間。 （四）支持成員走出社群，深化專業共學效益。 （五）善用社群媒體，促成跨校教師支援網絡。This study explores the background and development of cross-school teacher professional learning communities (PLCs), with a particular focus on the implementation of collaborative leadership. A qualitative case study methodology was employed, selecting the"Happiness Community"—a cross-school professional learning community for elementary mathematics teachers—through purposive sampling as the research case. Data were collected through semi-structured interviews and document analysis. The participants included five key members of the Happiness Community: the founder, the convener, and three active members. Through systematic data collection, organization, and analysis, the study offers conclusions and recommendations regarding the practice of collaborative leadership within cross-school teacher PLCs.The main findings of this study include:1.The establishment of the Happiness Community was driven by teachers’ professional needs, sustained through policy support, and developed through practical knowledge and responsiveness to instructional demands.2.Collaborative leadership plays a crucial role in facilitating the operation of cross-school professional learning communities. The following strategies were identified:(1)Identifying resources and promoting knowledge sharing to establish a foundation for collaborative leadership.(2)Recognizing every member as an expert to enable equal and open dialogue.(3)Creating a flexible and inclusive leadership space through empowerment and shared decision-making.(4)Encouraging members to engage beyond the community to enhance professional learning outcomes.(5)Leveraging social media to build and sustain a supportive cross-school teacher network.