翻轉班級經營品質的新視野：教師績效責任領導

A New Vision of Flipped Classroom Management Quality: Teachers’ Accountability Leadership

本文旨在分析教師績效責任領導的概念及其對班級經營與學習品質之啟示。近年來，有關績效責任概念在政府公共部門已受到高度重視，績效被視為可衡量、可回應與承擔責任之意，在教育情境中，以教師為主體的內部績效責任更已成為新興議題，若能融合教師領導與績效責任，將可促進教師專業發展，並翻轉班級經營品質。本文提出應用教師績效責任領導對班級經營品質的啟示：在班級經營方面，包括建立班級目標、鼓勵師生參與、建立表現指標、落實班級自治；在學習品質方面，包含進行學力測驗、建立學習責任、擬定評量機制、營造共責文化。

The main purpose of this study is to analyze the concept of teachers’ accountability leadership and its inspiration for classroom management and learning quality. In recent years, the concept of accountability has been highly valued by public departments of government, and accountability has been viewed as the responsibilities that are measurable, responsive, and accountable. In educational contexts, a teacher as the subject of internal accountability has become an emerging issue. The integration of teachers’ leadership with accountability can promote teachers’ professional development and flip classroom management quality. This study intends to indicate the inspiration of application of teachers’ accountability leadership for classroom management quality. Classroom management includes setting class goals, encouraging the involvement of teacher and students, developing performance indicators, and implementing class autonomy. Learning quality includes receiving academic test, establishing learning responsibilities, developing assessment mechanism, and creating common responsibility culture.