透過課程領導經營教師專業學習社群之研究

A Study of Curriculum Leadership and Management Regarding Teachers' Professional Learning Community

本文旨在探究透過課程領導，經營教師專業學習社群之實際問題、影響因素以及未來可能的因應策略。採個案研究，透過參與觀察、訪談、文件分析進行資料蒐集分析整理，研究個案學校天佛國小透過課程領導經營教師專業學習社群之實際問題、影響因素以及未來可能的因應策略。最後提出三點結論：1. 該校課程領導經營實際問題，是教師普遍認為課程領導沒有強制性、沒有法源依據、缺乏建立社群共識的問題；2. 影響其教師專業社群發展因素，是教師普遍缺乏互動心態、進修時間考量、學習型組織文化尚未明顯形成；3. 該校校長可以透過課程領導，經營教師教學社群的因應策略，透過健全「課程發展委員會」之課程領導，並確實設立「學習領域小組」與「教科書選用小組」，提供教材評選會議討論與專業對話平台，落實教師專業發展社群的理念。

This research is a case study regarding curriculum leadership and its' impact on teachers' professionalleaming community. This research aims to explore the status and problem of curriculum leadership and management regarding teachers' professional learning community， including the leadership problems， the influential factors， and responsive strategies. The researchers conduct field study， observations， interviews and document analysis to show whether there is a visible impact of curriculum leadership on the teachers' development ofprofessionalleaming community regarding curriculum development in the school. This research offers three conclusions: Firstly， one problem of curriculum leadership in this case school is that those teachers in the school suppose that there is no compulsory curriculum leadership in this school; secondly， factors of professional learning community in this school include teachers' lack ofinteraction and lack ofvisible professional learning community culture; thirdly， principal in this school could demonstrate his curriculum leadership by functioning the school curriculum development committee and operating the learning area groups and textbook selecting committee to implement and enhance the teachers' development of professional learning community regarding curriculum development in this school.