國小初任校長課程領導智慧之研究

Wisdom for Curriculum Leadership of Beginning Principals at Elementary Schools

課程領導是高度專業的領導行為，初任校長課程領導是學校行政研究的重要議題。本研究透過個案研究，採取文件分析與訪談分析，以課程領導智慧的視框，探究兩位初任校長課程領導的挑戰與因應策略。研究發現初任校長課程領導面臨下列三大主要挑戰：一、因缺乏直接課程領導經驗，面臨課程領導視野待擴展、課程創發勇氣待激發與資源人脈待累積的挑戰；二、面臨學校文化、成員心態及團隊執行力的挑戰；三、因學校存續或發展需要，面臨爭取家長和社區認同的挑戰。初任校長化解上述挑戰的六大行動策略如下：一、加強覺知、有效行動與批判省思，強化課程領導經驗；二、洞悉問題挑戰與機會，掌握契機，爭取各種資源實踐；三、活用團隊領導策略，提供理念與標竿及完善配套措施；四、引入外部專業師資、建立課程運作制度與深耕教師社群；五、配合政策誘因，善用典範元素、借力使力，推動課程創發；六、確認家長及社區需求關鍵，建立有效溝通平台、提高認同。最後，以課程領導智慧（覺↔知↔行↔思）的視框，提出相關建議，供初任校長與教育行政機關推動課程領導參考。

Curriculum leadership of beginning principal presents as significant topics in school administration research since it comprises of highly professional actions. This thesis discussed the major challenges, as well as the corresponding strategies, of two beginning principal from the points of curriculum leadership wisdom by means of literature analysis and interview. Three major challenges on curriculum leadership lie ahead of the two beginning principal: 1) lack of direct curriculum leading experience, resulting in their narrow horizon, unprogressive curriculum design and small social network resources; 2) school employee aspect including school culture, staff attitude and team execution; 3) development and continuation of the school, requiring parent support and community recognition. Six action strategies were adopted as solutions of the challenges for these principals: 1. Enhance the awareness, perform effective actions and engage critical thinking, and increase curriculum leading experience. 2. See the hurdles and discuss challenges, hold tightly the opportunities and find any possible resources. 3. Realize team leadership strategies by showing the core values, setting ambitious goals and taking support measures. 4. Involve outside professional teachers, establish the curriculum operating system and participate in teacher communities. 5. Adhere to the policy by following those good precedents in order to promote curriculum development. 6. Understand the primary needs of parents and the community, ensure effective mutual communication and magnify recognition. In conclusion, this thesis provides suggestions and solutions on the point of the wisdom for curriculum leadership (i.e., through the cycle of plan, act, observe and reflect) for beginning principal and education administration institutions.