學校領導動力促發學校改進之個案研究

Abstract

本研究乃主要探討個案學校啟動改進治理與經營策略之脈絡，故以一所臺灣中部高中作為個案，透過學校改進理論與學校領導動力為理論基礎，聚焦探究學校如何透過重塑組織提升學校領導動力，以及讓學校持續改進之發展策略、機制與經驗，最後作為未來研究與實務工作的參考。研究過程採取文件分析與訪談方式蒐集資料，而訪談對象包含個案學校的前任校長、現任校長、秘書、前任主任以及兩位專任教師，共6位教育人員，進而在學校改進過程當中，瞭解校長、教師、社群的互動所形成的學校領導動力變化。而綜合文獻探討及訪談研究結果之結論如下：壹、個案學校推動改進方案目的在於回應外部壓力及實踐教育理念。貳、外部壓力激發個案學校動能開啟改進，但十二年國教課綱實施帶來新挑戰。參、校長領導引發教師內在動機搭配學校主管高執行力，帶動教師自我提升與社群發展，為學校改進的重要關鍵。肆、學校改進後產生的凝聚感與成就感，為持續提升領導動力的來源。伍、學校關鍵成員的教育理念與新課綱精神相符，使個案學校改進與課綱前置準備工作相輔相成。陸、使命感讓學校成員為教育理念付出，獲得榮譽感是學校改進的價值所在。

This research aims to investigate the context of the case school’s initiation of improved governance and management strategies. It takes a middle Taiwan high school as a case study. Based on the theory of school improvement and dynamics of school leadership, it focuses on exploring how the school can improve school leadership motivation through reshaping the organization, the development strategies, mechanism and experience for continuous improvement of the school. It finally provides as a reference for future research and practical work.The research process adopted document analysis and interview methods to collect data. The interview subjects included the former principal, current principal, secretary, former director, and two full-time teachers of the case school, a total of 6 educators. In the process of school improvement, they learned about how the changes in school leadership dynamics formed by the interaction between principals, teachers and their communities.The preliminary conclusions of the comprehensive literature discussion and interview research results are as follows:1.The purpose of the school improvement is to respond to external pressures and implement educational values.2.External pressure stimulates the school's kinetic energy to initiate improvement, but the implementation of the 12-year basic education curriculum guidelines adds up new challenges. 3.Both the principal’s leadership which inspires teachers’ intrinsic motivation and the school administrators promote teachers’ self-efficacy and community development, which is a key to school improvement. 4.The sense of cohesion and achievement generated by school improvement is the source of continuous improvement of leadership dynamics. 5.The educational values of key members of the school is in line with the spirit of the new Curriculum Guidelines, so that school improvement and restructuring work for school curriculum are mutually enhanced.6.The senses of mission drives school members to devote to their educational beliefs and to honor school improvement.