|
|
 |
|
|
|
| |
|
|
| |
|
|
|
校長轉型領導發展學校本位課程之行動硏究
|
|
|
| 作者 |
 |
張振河 |
| 學校系所 |
|
慈濟大學教育研究所 |
| 地點 |
|
全臺 全部
|
| 研究內容 |
|
0
[ 摘要 ]
本研究以花蓮一所原住民國中為場域，主要的目的有三：首先，在探討校長運用轉型領導課程發展應有何認知與做為；其次，在解析學校本位課程發展後，教師專業能力成長之經驗，最後，在暸解學生接受學校本位課程教學後之學習表現。
為達上述目的，本研究首先針對三方面做探討：一是轉型領導的內涵與主要行為層面；二為學校本位課程發展之意涵與歷程；三是課程發展教師所需的專業能力。文獻探討後，本研究以參與觀察之行動研究為方法，由研究者實際運用轉型領導行為，從事學校本位課程發展，並以文件蒐集、省思札記、問卷、訪談、以及學生作品等方式，廣泛蒐集資料，再依據資料分析與省思以獲得研究結論。具體結論與建議如下：
在轉型領導方面, 轉型領導就是愛與榜樣的領導，特別是一種關懷部屬、激勵人性、尊重他人的領導。課程發展運用轉型領導，能提昇教師參與意願與專業知能，且有助於教師自我實現。而領導魅力、建立願景、個別關懷、激勵士氣、尊重信任、專業成長是轉型領導的重要行為層面，校長發展課程應重視此六個面向的領導。
教師專業成長經驗之結論：學校本位課程發展有助教師專業成長；教師專業身分認同是影響教師專業成長的主要因素；教師專業成長影響學校本位課程發展的成效；團隊核心教師的帶動及實施協同教學有利於教師專業成長。
學生學習表現之結論：認清學校本位課程意涵，才能發展有利於學生的課程；藝術與人文領域學校本位課程發展，有助於原住民學生認識、認同與傳承族群的文化；而歌舞劇的教學是藝術與人文領域統整教學的良好模式；發展學校本位課程有助於解決學校、學生的問題。
最後，依研究結論，對轉型領導、教師專業成長、學校本位課程發展及未來研究，提出建議。
[ 英文摘要 ]
The study employed an aboriginal junior high school as the setting and involved the following three main purposes: (a) cognition and application of transformative leadership in the part of principals, (b) analysis of teachers’ expertise and experiences after developing school-based curriculum and (c) exploration of students’ performances after accepting the instruction of the curriculum.
In order to accomplish the purposes above, the research was designed to probe into three aspects as follows: the contents and main behaviors of the transformative leadership, the significance and process of the school-based curriculum, and the expertise required by teachers in curriculum development. After literature reviews, participant observation was taken as the method of action research. Through the whole process, the researcher applied the transformative leadership in the development of the school-based curriculum and collection of data by way of archives, notes, questionnaires, interviews, and students’ products and so on. Then, the results were obtained by critical examination and analysis of data and materials. The conclusions and suggestions were as follows:
In terms of transformative leadership, it was referred to as leadership of love and modeling, demonstrated especially in concern and consideration of subordinates, encouragement of humanism, and respect of others. Application of the transformative leadership in developing curriculum could not only improve the participation and specialty of teachers but also promote their self-realization. Charisma, visualization, individualized consideration, encouragement, esteem and trust, and expertise growth constituted the actions areas of transformative leadership.
In the respect of teachers’ expertise and experiences, development of school-based curriculum facilitated their expertise growth. Teachers’ professional identification had a great impact on the promotion of their expertise. Teachers’ professional promotion contributed to the outcome of school-based curriculum development. Moreover, leading by the core team and carrying out team teaching lent a hand to teachers’ specialized development.
With regard to students’ performances, a clear recognition of contents of the school-based curriculum was prerequisite of developing favorable curriculum for students. School-based curriculum development in art and humanism was helpful in realization, identification and transition of aboriginal students and their culture. Dance and opera were viewed as good frameworks for art and humanism in integrated teachings. Developing school-based curriculum was useful in easing the problems of schools and students.
Finally, based on the above conclusions, suggestions for transformative leadership, teachers’ expertise promotion, school-based curriculum, and future studies were discussed and proposed.
|
|
|
|
|
|
|
|
