教務主任以轉型領導促進學校專業學習社群發展之個案研究─以推動閱讀為例

Abstract

本研究係以一所推動閱讀教育之國中（化名為山林國中）為研究個案，聚焦於探究該校於推動閱讀教育期間，教務主任藉由轉型領導促進學校專業學習社群發展之影響。首先探討該校教務主任轉型領導作為之實際；復以，瞭解該校專業學習社群運作之現況；最後，分析教務主任採取轉型領導作為對學校專業學習社群發展以及學生學習之影響。 本研究採個案研究取徑，以訪談、文件分析之方法進行資料蒐集，透過研究者之理解、分析與詮釋後，歸納研究之結論如下： 一、高度工作投入、創新思考、行事果決、以及高度環境敏銳度等特質，為山林國中教務主任所具備之轉型領導者特質。 二、教務主任透過闡明願景、提供楷模、尊重信任、學生成效激勵策略、關懷協助等途徑，激發教師參與共識，達成學校閱讀教育之目標。 三、在願景指引下，社群教師一起學習與領導，展開分享、討論、應用成果等互動歷程，並藉由教學檔案、教室觀察與實務交流等回饋機制，提供教師檢視、反思與改進教學實務。 四、在設備、經費、人力、時間、空間、與成員協助與關懷等結構條件支持下，為山林國中專業學習社群發展提供了有力支援。 五、透過教務主任轉型領導策略，不僅提升教師對社群發展之共識、拓展教師認知廣度、帶動教師教學創新，並促使社群運作從凝聚期朝向執行期發展。 六、在專業社群運作下，使學生理解與寫作能力獲得提升，同時培養出沉穩氣質，進而形塑校園學習文化，為學生學習扎下利基。 根據上述研究發現與結論，提出相關建議，以供學校行政單位、教師與未來研究者之參考。

This thesis takes a junior high school, Shanlin Junior High School, which promotes reading education, as a case study and focuses on the influence brought by the development of professional learning community in school, which was advanced by the Academic Affairs Supervisor through transformational leadership, during the period of reading education promotion. The study is carried out through the following procedures. First, the practicum of the Academic Affairs Supervisor through transformational leadership is taken; then, the current condition of the development of professional learning community in school is interpreted; and finally, the influence on students’ learning and community development by transformational leadership adopted by the Academic Affairs Supervisor is analyzed.

This study adopts a case study approach. Data are collected through interviews and file analyses. Through the researcher’ comprehension, analysis and interpretation, the results of the current study are as follows: 1.Intensive work involvement, innovative thinking, firm and resolute actions, and high sensitivity to environment are the characteristics of transformational leadership possessed by the Academic Affairs Supervisor in Shanlin Junior High School. 2.The Academic Affairs Supervisor inspires mutual participation among teachers and accomplishes the goal of school reading education through vision clarification, model provision, respect and trust, care and assistance, and encouraging strategies of student accomplishment. 3.Under the guidance of vision, community teachers learn and lead together, and undergo the course of sharing, discussion, and outcome application. And through feedback mechanisms such as teaching portfolio, classroom observation, and practicum exchange, teachers can get a chance to inspect, reflect, and improve teaching practices. 4.Structural supports such as facilities, funds, manpower, time, space, and assistance and concern among members provide powerful support for Shanlin professional learning community. 5.Strategies of transformational leadership by the Academic Affairs Supervisor not only elevate community, develop consensus, expend teacher’s cognitive width, and activate teacher’s teaching innovation, but also stipulate community’s development from solidarity stage to administration stage. 6.By operating professional learning community, students’ comprehension and writing ability are elevated and a dignified sense is also developed. Furthermore, it helps to shape a learning culture in school and to establish sustainable learning progress for students. According the above mentioned findings and conclusions, related suggestions are provided as a reference to school administrative units, teachers, and future researchers.