澳洲教與學的變革：TALIS校長領導素質的調查分析

Changing in Australian Teaching and Learning: An Analysis of School Leadership Survey from TALIS 2013

學校的校長領導素質是多面向且重要的，對於學校的運作、教師的教學與學生學習上的成功，可說是很關鍵的因素，有助於邁向教育卓越。本文首先分析與整理澳洲政府自TALIS 2008年以來，對於校長領導的回應與政策調整方向。其次，分析澳洲在TALIS 2013年關於校長領導素質的調查結果，並分作九個部分來討論，分別為：校長的工作內容、校長經常投入的領導活動、學校教育目標與專業發展計畫、校長領導責任的自主情形、校長對於領導責任的分享情形、校長領導素質的正式教育與訓練情形、校長的專業發展情形及參與障礙、校長領導效能的障礙，以及校長的工作滿意度等。本文最後根據分析與討論的結果，提出四項政策上的建議，包括：一、落實《澳洲校長的專業標準》規範的領導素質要求與專業實務；二、激勵校長持續投入教學領導活動，確保學生的學習成效；三、規定校長接受職前培訓與在職進修方案做為校長的先前條件；四、擴展校長專業活動的範圍與時程，並提供校長專業發展的機會等。

The role of a principal is multi-faceted and extremely demanding yet critical aspect of a school and a significant factor in its operational and academic success. The job of a principal encompasses a wide range of complex tasks and responsibilities. Thus, School leadership is a significant aspect of the principal’s role both in administrative duties and as a pedagogical leader. The TALIS 2013 survey enquired specifically about a number of activities that enhance the effectiveness of the school in relation to leadership activities. This article, first of all, describes the policy development of school leadership in Australia. Secondly, it analyzes the TALIS 2013 survey results regarding with school principals’ leadership from the 9 aspects such as principals’ working time, leadership activities, participation in a school plan, shared responsibilities, distributed leadership and collaborative culture, former education/ in-service training, professional development, barriers to participation, and job satisfaction. This article finally concludes with a discussion of principals’ leadership and implications for policy and practice that can be drawn from all of the TALIS data examined.