學校社會資本與教師專業發展關係研究對學校經營的啟示

The Relationship between Schools’ Social Capital and Teachers’ Professional Development of Revelation in School Management

許多跨國研究指出，表現卓越的學校，不僅成員相互間彼此信任，在學習新事物上，更願意採合作的立場。就學校經營長期來看，社會資本透過人際關係所形成的重要潛在資源，會形成長期穩定的網絡關係，能建立校內成員相互信任及共同認可的價值與規範，這種關係有助於學校人際間工具或情感性行為的充分回饋，可獲得教育場域所需的教學技術或其他資源，能讓校內成員在彼此合作並解決問題成為可能。就學校組織而言，透過共同參與及合作追求專業學習的動態活動與歷程，能讓教師有系統掌握對最新事物、巨變環境和習以為常的學習活動，進行一系列深入的學習反省與教學實踐，能有效提升教師自我職場的專業知識、改善實際教學品質、激發持續自我學習與教學研究的動能，不斷發展與充實教育專業內涵，對促進國民小學學生整體學習成效效果甚佳。爰此，本文嘗試從過往學校社會資本與教師專業發展關係對學校經營的影響著手進行探討；其次，以學校社會資本與教師專業發展兩層面，分析其內涵並進行相關研究之探討；最後，本研究發現以下策略，對未來學校經營有莫大的助益：1.建立學校教師彼此信任及共同認可的價值與規範；2.妥善運用正向信念提升學校教師專業發展；3.推動優質學校行政管理建構一所專業且卓越的優質學校。

Many cross-country research point out that excellent schools not only have members who trust one another， but also be willing work together when faced with new challenges. Through positive social interaction， schools can receive potential resources and stable network. It is vital for school management to establish trust， faith， network， and a set of good values and rules; this relationship can assist the social interaction feedback in schools. Through this process， the education sphere can obtain needed teaching techniques and other resources， allowing teachers within the school to utilize these resources and collaborate on tackling teaching challenges. For the school organization， attending collaborations to seek professional development in teachers will allow them to have a systematic grasp over the newest education trend， changes in education environment， and solid student learning models; teachers will undergo a series of indepth self-reflection and teaching practices， enhancing their professional knowledge， improving their teaching quality， and sparking motivation for continous self-learning and research. All this will amount to developing and improving the professional education content， which will benefit elementary school students.1. Schools need to establish trust and faith between their teachersby having a set of good values and rules. 2. Using positive faith can enhance teachers’ professional development. 3. Promoting the quality school management model to improve professional and excellent on school management.