服務領導在教師教學實踐上的應用探究

An Exploratory Study of Servant-Leadership Applied to Teachers’ Teaching Practice

多元文化衝擊及社會型態越趨複雜多樣，亦帶動教育環境的變遷，領導者也需針對多變的大環境，採取多元行動策略予以因應。教師領導亦是當前學校領導的新興議題，教師作為領導者，影響其他教師改進教學實踐及學生的學習結果。爰此，有效的教師領導對於學校運作是極為重要的。然而，因教師執行教學實踐為良心的志業，具有服務的性質。在此趨勢下，當今教師領導的本質也應有所轉化。因此，本文主要以文獻探索的方式，首先，說明教師領導能力的意涵、服務領導的內涵，其次，指出教師領導能力與服務領導的關聯性，提出教師服務領導的概念，以教學實踐角度，從「課程意識覺醒」、「教師社群合作」、「學生學習文化」三面向論述教師服務領導應用於教育現場的初步探究，並提出相關應用策略。最後，再加以分析教師服務領導在當今教學實踐中所可能面臨的困境，如：家長期望、資訊刺激、青少年次級文化、教改聲浪等，提出應提升教師領導能力使之信服、應轉化教師角色以領導之、應授權教師領導，塑造學校良好組織文化等因應之道。根據相關討論，期能開拓我國中小學教師應用服務領導於教學實踐上之實務與研究價值。

The impact of multicultural and social styles are becoming more complex and diverse， even bringing about changes in the educational environment. Therefore， leaders need to respond the varied environment by taking multi-action strategies. Teacher leadership is one of the up-to-date issues in school leadership. Playing the role of leaders， teachers can influence their colleagues to improve educational practice and students’ learning outcomes so that effective teacher leadership might be essential for school. However， due to teaching practice is a volunteer career， has the nature of service. Under such a trend， the nature of teacher leadership will be transformed. Therefore， the paper is to apply the method of exploring literatures. First， the concept of teacher leadership ability， the context of servant-leadership are introduced. Secondly， pointing out the relationship between teacher leadership and service-leadership， proposed the concept of teachers’ servant-leadership. The paper as the dimension of teaching practice and the application of teachers’ servant-leadership in teaching practice is explored， including three aspects—the awakening of curriculum consciousness， the collaboration of teacher community and the culture of student learning. Finally， analyzing the difficult positions of applying teachers’ teaching practice in the teaching practice， so as to address the suggestions. The suggestions for four approaches: (1) to enhance the ability of teacher leadership and to be convinced for everyone. (2) to transform teachers’ roles for leading. (3) to empower teacher leadership for shaping a good organizational culture. The paper concludes with discussions for the applicative dimensions and values of servant-leadership in teachers’ teaching practice.