Teachers’ Perspectives on School Vitality: Textual Analysis of Teachers’ Interview Transcripts
The concept of ＂vitality＂ has been introduced in the education field in recent years， which may lead to a new perspective (in addition to quality and equality) to understand education. This study used textual analysis to explore teachers' interpretation of the meaning of vitality and investigated teachers' self identity constructed in the process of ＂school vitality＂ construction. The study finds that many of the teachers viewed ＂school vitality＂ based on their own wellbeing. From this angle， the uniqueness of ＂school vitality＂ lies in their view that organization-the school-is organism with life and each school staff member is vigorous cell closely related to the whole. When illustrating ＂school vitality＂， the teachers preferred to view school leaders as the agents in promoting school improvement and teachers' development; while teachers， students and other groups did not play a significant role.
|關鍵詞||学校活力、日常话语实践、school vitality、textual analysis、everyday discursive practice|