鄭淑惠Cheng, Shu-Huei歐陽平Ouyang, Ping2024-12-172029-07-032024https://etds.lib.ntnu.edu.tw/thesis/detail/48f515cb6a939e21f01c50f5edfc1605/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/122452本研究旨在探討小型國中教師課程領導者在教師專業學習社群進行課程領導過程中，自己與夥伴教師對所處現況之了解、所扮演的領導者角色、所遇到之困境及因應策略。本研究透過質性取徑的個案研究法，以訪談法蒐集資料，立意取樣個案學校的五位課程領導者為研究對象，進行相關資料蒐集、分析與統整，提出研究結論與發現之困境，並提供建議。主要研究結果包括：一、個案學校教師課程領導者知覺自己與夥伴教師對個案學校現況的認知不盡相同。二、個案學校教師課程領導者知覺教師有不同態度，包括積極正向、中性無感及消極低調等三種類型。 三、個案學校教師課程領導者具有多元的角色，並包含應變管理者、陪伴倡導者、衝突協調者等三種過往文獻較少提及者。 四、個案學校課程領導者具有認知不足的困境，包括對成效、特殊推展及評鑑目的認知不足。 五、個案學校課程領導者具有動機不足的困境，包括缺乏動力、期待、信心及人才。 六、個案學校課程領導者具有資源不足的困境，包括人員、特教專業、時間及家長資源不足。 七、個案學校課程領導者具有校園政治角力的困境，包括未能共建願景、共創當責及決策過於集權。 八、個案學校教師課程領導者以說明白、用對方法、重視治本策略，因應認知不足困境。 九、個案學校教師課程領導者以真誠鼓勵、配合興趣，多元包容策略，化解動機不足困境。 十、個案學校教師課程領導者以資料平台、多元協作及爭取策略，改善資源不足困境。 十一、個案學校教師課程領導者以重承諾共識、共享核實、權力鬆綁策略，消弭校園政治角力困境。The purpose of this study is to explore the understanding of the current situation, the leadership roles played by small junior high school teacher curriculum leaders, the difficulties encountered and the responses to them by themselves and their partner teachers in the process of curriculum leadership in the teacher professional learning community. Strategy. This study adopted a qualitative case study method and used interview methods to collect data. It was intended to sample five curriculum leaders in the case school as the research objects. It collected, analyzed and integrated relevant data, and put forward the research conclusions and dilemmas of the findings and provide suggestions. Key findings include:1.The teacher curriculum leader of the case school realizes that he and his partner teachers have different perceptions of the current situation of the case school.2.The teacher curriculum leader of the case school perceived that teachers have different attitudes, including three types: positive, neutral and passive.3.Teacher curriculum leaders in case schools have multiple roles, including response managers, companion advocates, and conflict coordinators, which are rarely mentioned in previous literature.4.The curriculum leader of the case school has the dilemma of insufficient cognition, including insufficient cognition of effectiveness, special promotion and evaluation purposes.5.The curriculum leader of the case school has the dilemma of insufficient motivation, including lack of motivation, expectation, confidence and talent.6.The curriculum leader of the case school has the dilemma of insufficient resources, including insufficient personnel, special education majors, time and parent resources.7.The curriculum leaders of the case school faced difficulties in campus political struggles, including failure to co-create a vision, co-creation responsibility, and over-centralization of decision-making.8.The curriculum leaders of the case school responded to the dilemma of insufficient cognition by explaining clearly, using the right methods, and paying attention to root-cause strategies.9.The curriculum leaders of the case school use sincere encouragement, cooperation with interests, and diverse and inclusive strategies to resolve the dilemma of insufficient motivation.10.The curriculum leaders of the case school use data platforms, diverse collaborations and strategies to improve the situation of insufficient resources.11.The teacher curriculum leaders of the case school eliminated thedilemma of campus political struggle by focusing on commitment and consensus, sharing of copyrights and fair rewards, and power sharing strategies.課程領導教師專業學習社群課程領導者Curriculum leadershipTeacher professional learning communitiesCurriculum leaders專業實務報告（專業實務類）