高中校長課程領導角色之個案研究──以高瞻計畫中的課程發展為例

A Case Study on Curriculum Leadership Roles of High School Principals: The case of curriculum development in the High-Scope Project

本文以執行第三期高瞻計畫之一所高中進行個案研究，探討校長在跨校級課程合作夥伴關係中的領導角色和相關作為。研究蒐集主要採深度訪談之方式，並以參與該計畫之個案高中校長、3位參與執行課程的學校教師，以及1位與該校合作之大學教授做為訪談對象。資料分析部分，本文以Sergiovanni提出之理論作為分析架構，檢視個案校長在前述脈絡下所發展之課程領導理念、所扮演的領導角色與實際作為。本研究發現個案校長執行高瞻計畫時，所持的核心課程領導理念為創新的扎根以及共好的夥伴關係建立，而其課程領導角色可歸納為五大層面。在技術層面，須扮演學校優質課程設計的管理者與倡導者；在人際層面，則為成員的激勵者、支持者和服務者；在教育層面，須扮演課程領導的專業者、協調者和課程實施的評鑑者；在象徵層面，則為學校願景與課程目標建構的倡導者、卓見者；於文化層面，則為理念的追尋實踐者、課程專業文化的建立者。最後，本研究依據發現，提出建議供未來推動高中大學課程合作夥伴關係與課程合作之高中校長參酌。

This research takes the form of a single case study exploring the high school principal's role of curriculum leadership in the context of High-Scope Project. In-depth interview was conducted with members participating the school project including the school principal, 3 school teachers and one professor form the partner university. Data analysis was conducted following the framework by Sergiovanni. The result shows that the core values held by the principal was the bottom-up growth of curriculum creativity and change and the construction of mutually benefiting partnership with the university. The role of high school principal in curriculum leadership can be summarized as 5 main dimensions. In terms of the dimension of technical leader, the principal should play the role of manager and advocator for curriculum development; as for the dimension of human leadership, the role of motivator, supporter and servant; as regard to the dimension of educational leadership, the role of professional, coordinator, and evaluator; for the symbolic dimension, advocator and prophet of school vision and curriculum objectives; in the dimension of cultural leadership, the implementer of idea and founder of curriculum professional culture. Based on our findings, suggestion is provided for principals who takes the role of curriculum leadership in school-university partnership.