韓國校長領導之探究：2013年TALIS結果分析

An Analysis on the Leadership of South Korea Principals: The Results of Teaching and Learning International Survey

在終身學習、知識經濟、數位科技的年代下，韓國在2008年後開始進行一系列的中小學教育改革，諸如全人教育、縮小班級規模、高中均質化、技職教育等，還包括2012年通過《中小學教育法》讓地方教育當局有評鑑學校的自主權。為促進學校教育改革成功，韓國運用學生表現績效做為管理學校教育策略，因此，韓國校長必須做出有效率且有效能的領導，方能在家長選擇學校中獲得肯定。根據2013年TALIS的調查結果顯示，韓國校長是全職工作且多為男性，平均年齡58.8歲，教學年資平均29.2年，在學校領導上多與「教師教學」和「學生學習」有關，且以學生學習表現做為規劃學校發展計畫的基礎，並進行分散式與教學領導，以致能型塑學校相互尊重的氣氛。雖然韓國校長多進行與課程教學或專業網絡有關之專業活動，但韓國校長仍指出與工作時間的衝突、沒有獎勵以及欠缺雇主支持，會是阻礙其專業發展活動的因素。最後，本研究根據韓國在2013年TALIS的調查結果，提供相關建議，做為我國校長領導相關政策之參考。

Korea government conducted school education reforms such whole education, reduces class size, high school equalization policy, and school evaluation of Primary and Secondary Act of 2012 in 2008 in the context of lifelong learning, knowledge economy, and digital technology. For school student performance and accountability, Principals in Korea have to present efficiency and efficacy leadership to correspond accountability of school reform. In 2013 TALIS, low secondary school principals are full time job, most male, 58.8 years old in average, and 29.2 years in average of teaching experience. The principal leadership in Korea is related with teaching and learning, and the performance of student learning is the foundation for principals to produce school professional development plan. Korean principals also conduct distributed and teaching leadership to establish the respect of school climate. Although principals participant professional development about curriculum and teaching and professional network, but time conflict with work hours, without incentive, and without support from government are the barriers of principal professional development.