一位國小校長轉型課程領導之實踐

Abstract

校長是重要的課程領導者，其課程領導有助於提升學生學習品質。而轉型課程領導是課程領導的新思考與新作法，有助於解決傳統課程領導的缺失，因此有必要深入探討校長如何實踐轉型課程領導。基於此，本研究運用質性個案研究，以一位在轉型課程領導上有不錯表現的國民小學校長為對象，藉由觀察、訪談與文件分析等方式蒐集實徵資料，深入探討其轉型課程領導之實踐經驗。最後，本研究針對校長轉型課程領導之作為、困境、因應、成效與成功因素進行分析與討論，以提出結論與建議。綜合言之，本研究所獲得的結論如下：

一、校長轉型課程領導首重建立共同目標與澄清課程概念。 二、校長轉型課程領導呈現「反省教育實際－確立新目標－落實改革 方案－形成常態機制」的循環。 三、校長在轉型課程領導過程中扮演多重的角色。 四、校長轉型課程領導必須致力於學校成員的成長。 五、課程對話、課程地圖與策略聯盟是學校課程發展的三寶。 六、學校發展歷史、學校規模與教師組成影響校長轉型課程領導的發 揮。 七、校長人格特質與專業知能影響轉型課程領導的實踐。

根據以上結論，本研究分別對主管教育行政機關、師資培育機構、國民小學校長與後續研究提出如下建議：

一、對主管教育行政機關的建議 （一）培育校長轉型課程領導知能。 （二）強化各地課程發展策略聯盟的運作。

二、對師資培育機構的建議 （一）教導師資生轉化教育理論。 （二）促進教育理論與教育實際的對話。

三、對國民小學校長的建議 （一）實際參與學校的課程與教學。 （二）透過情境分析以確認階段性任務。 （三）推動學校相關人員的成長。 （四）進行系統化學習與累積教學實務經驗。

四、對後續研究的建議 （一）深入探討轉型課程領導的理論基礎。 （二）針對校長以外的學校人員進行轉型課程領導的研究。 （三）建議擔任中小學校長的研究者採用行動研究法進行研究。The principal is an important curriculum leader, and the curriculum leadership contributes to improving the quality of students learning. The transformative curriculum leadership is the new thinking and the new method, contributing to improving the traditional curriculum leadership. Thus, it is necessary to study the principal’s transformative curriculum leadership. This case study recruited an elementary school principal with good performance in transformative curriculum leadership and adopted a qualitative approach. Observation, interview and document analysis were used to collect empirical data to investigate the principal’s practice of transformative curriculum leadership, and the difficulties he faced, strategies, performances and success factors.

The conclusions of this study are as follows: 1.The principal set up the common goal first, then clarified the concept of curriculum. 2.The principal adopted the cycle of reflecting educational practice, establishing new goal, fulfilling reform plan, forming ordinary mechanism. 3.The principal played a multiple role in transformative curriculum leadership. 4.The principal concentrated on the growth of school participants. 5.The curriculum dialogue, the curriculum map and strategic alliance were treasures for the school curriculum development. 6.The principal’s transformative curriculum leadership was influenced by school history and scale, as well as teacher composition. 7.The fulfillment of transformative curriculum leadership was influenced by the principal's personality and competence.

According to the conclusions above, some suggestions to the educational administrative institutes, teacher training institutes, elementary school principal, and future studies are as follows:

1. Suggestions for educational administrative institutes: a.Training principals to be transformative curriculum leaders. b.Strengthening the operation of regional strategic alliance.

2. Suggestions for teacher training institutes: a.Teaching pre-service teachers to transform the theory. b.Promoting the dialogues between educational theories and practice.

3. Suggestions for elementary school principals: a.Participating in school curriculum development and teaching. b.Aanalyzing school situation to confirm the stage tasks. c.Promoting the growth of school participants. d.Carrying systematic learning out and accumulate teaching practice experience.

4. Suggestions for future studies: a.Studying foundation theories of transformative curriculum leadership thoroughly. b.Studying the school personnel’s transformative curriculum leadership, except for the principal. c.Studying transformative curriculum leadership through action-research approach.