國民小學校長課程領導之個案研究：創新擴散理論視角

A Case Study on Curriculum Leadership of Elementary School Principals: From the View of Innovation Diffusion Theory

十二年國教以適性揚才為理念，透過素養導向的課程，培養學生適應未來生活、開創幸福人生的能力。校長課程領導角色的發揮，有助於提升課程實施品質、教師教學效能、學生學習成果。本研究採取個案研究法，選擇2018年教育創新100獲選國小為研究對象，透過Roger創新擴散理論的觀點，分析校長課程領導信念、作為與效果。本研究結果發現，校長課程領導信念包括：深入理解改革脈絡、善用專業權、透過慎思擬定課程願景與目標、找回教師自信心與價值感，領導作為包括：帶領教師認識課程改革脈絡、贏得教師專業信任、親身參與課程發展、引進資源促進教師專業發展、運用媒體報導行銷課程亮點，領導效果包括：提升教師專業成長風氣、課程投入度與自信心，培養學生的各種能力，以及建構家長、社區與學校三者緊密合作。

The concept of cultivating students on the basis of their aptitude is adopted by the 12-year basic national education system, in order to cultivate students' ability to adapt to future life and to create a happy atmosphere through quality-oriented courses. The principal's role in curriculum leadership can help improve the quality of curriculum implementation, teachers' teaching efficiency, and students' learning results. This research thus adopts the case study method, choosing elementary schools that were selected as part of the 2018 top 100 educational innovation project as the research objects. This study use Roger's views of the innovation diffusion theory to analyze principals' curriculum leadership beliefs, actions, and their effects. This research results show that principals' curriculum leadership beliefs include: deeply understanding the context of reform, making good use of professional rights, drawing up a curriculum vision and goals through careful thinking, and recovering teachers' self-confidence and sense of value; leadership actions include: leading teachers to understand the context of curriculum reform, winning teachers'trust in terms of their speciality, participating in curriculum development personally, introducing resources to promote teachers' professional development, and using media to report highlights of marketing curriculum; and leadership effects include: fostering a good atmosphere for teachers' professional development, advancing curriculum engagement and self-confidence, cultivating students' various abilities, and constructing close cooperation relationships among parents, communities, and schools.