國民中學校長「務實而有效」教學領導的作為分析   免費試閱

The Pragmatic and Effective Principals’ Instructional Leadership in Secondary Schools

本研究以問卷訪談的方式，蒐集國民中學校長對何謂務實而有效教學領導的意見，並據以分析校長如何判斷其教學領導作為是務實而有效的？以及校長展現哪些務實而有效的教學領導作為？本研究發現，務實而有效的校長教學領導主要呈現在：學生學習過程與結果，以及教師教學投入與專業表現兩個主軸上。其次，校長務實而有效的教學領導作為包括：巡堂、落實補救教學、建立並溝通學生多元表現的目標、期望（不放棄任何學生）、進行家長與社區溝通、說服教師活化教學及「全域教學」、提供師生友善而支持的教與學環境、帶頭建立與學生學習有關的學校特色、教導學生（特別是一年級的學生）學習方法、讓學生知道自己的學習狀況並讓教師知道自己的教學狀況、規劃能讓學生有高峰經驗的多元活動，以及促進教師專業發展等。根據研究結果，建議國民中學校長持續溝通以釐清國中教育目標，以及均衡行政領導與教學領導，將行政與教學相互融入。

Utilizing the method of interview survey, this paper analyzed the pragmatic and effective principals’ instructional leadership behavior in secondary schools and the indicators that they used to judge the effectiveness of their behavior. This paper found that the indicators that principals used to judge the effectiveness of their behavior related to student learning processes and outcomes and teacher commitment and professional performance. Secondary school principals participated in this study indicated that they performed various instructional leadership behaviors to enhance the quality of teaching and learning in their schools. In the end, the author provided two suggestions to secondary principals in terms of enhancing the quality of their instructional leadership. First, secondary principals should communicate the authentic objectives of secondary education with their teachers frequently. Second, they need to balance administrative and instructional leadership in schools.