國民小學教師領導核心能力指標建構之研究

Establishment of Core Competency Indicators of Teacher Leadership for Elementary School Teachers

本研究旨在建構國民小學教師領導核心能力指標及權重體系。本研究首先依據文獻探討之結果初擬出國民小學教師領導核心能力指標，並經關注於教師領導之專家學者及學校行政人員共計8人進行焦點團體訪談，藉以建構出國民小學教師領導核心能力指標體系，最後再以層級分析法進行相對權重問卷調查，運用Expert Choice 11軟體進行統計分析以建立各項能力指標之權重。本研究發現：一、國民小學教師領導核心能力指標及權重體系包含五個層面30項指標；二、五個層面依其重要性，分別為「課程教學」、「同儕學習」、「親師互動」、「社群合作」以及「校務參與」。最後，依據研究結果，提出具體建議，以供未來教師領導之實務推動與研究的參考。

This study developed performance indicators and their associated priority weightings for assessing the teacher leadership of Taiwanese elementary school teachers. This study analyzed research findings and theories regarding teacher leadership to establish the theoretical foundations for constructing indicators. Focus group interviews were conducted to obtain the opinions of 8 experts, as well as their recommended areas of focus, and thereby establish the foundation for core competency indicators. Thus, 5 categories and 30 associated indicators were determined for teacher leadership. On the basis of the determined performance categories and indicators, additional surveys were conducted using the analytic hierarchy process to ascertain the priority weighting for each performance category and indicator. The main findings of this study are summarized as follows: (a) The core competency for teacher leadership consists of 5 categories and 30 indicators. (b) The performance indicators, in their order of importance, are “curriculum and class teaching,” “promotion of colleagues’ learning,” “teacher–parent interaction,” “leading cooperation in the teaching community,” and “participation in school affairs.” According to the research findings, we offer several proposals for the implementation of teacher leadership and future studies.