校長領導教師專業發展歷程省思之研究

Research on Reflection of Principals’ Leadership in the Professional Development Process of Teachers

本研究旨在探討校長領導教師專業發展歷程中的角色知覺、困境與策略導入，以及所獲得之成效。本研究採取訪談法，以八位國民中小學校長為立意取向的樣本，共獲致下列四點結論：一、校長在領導教師專業發展歷程能感受到引領和參與教師學習的重要性；二、校長在領導教師專業發展歷程會面臨學校教師的歸責於外、慣性作為和消極心態等困境之挑戰；三、校長領導教師專業發展歷程所面臨的困境，主要採取定義實際現況、提供行政支持、教室走察和回饋、調整與善用人力資源等策略因應；四、校長領導教師專業發展，讓教師將其教學行為與學生的學習問題和成效產生連結，且能重視在教育專業上的持續發展。最後，本研究再分別針對國民中小學校長、教師、未來研究提出建議。

This study aims to explore role perception, obstacles, strategy introduction and outcome obtained by the principals’ leadership in the professional development of the teachers’. This study obtains the following conclusions: (1) teachers’ professional development process, principals can perceive the importance to guide and participate in teachers’ learning; (2) teachers’ professional development process, principals encounter the challenge of obstacles of school teachers’ irresponsibility, inertia behavior and passiveness; (3) regarding difficulty of teachers’ professional development process, principals mainly adopt the strategies such as definition of real situations, administrative support, classroom supervision and feedback and adjustment and use of human resources; (4) by promoting teachers’ professional development, principals allow teachers to connect instructional behavior with students’ learning problems and outcomes and pay attention to continuous professional development of education. Finally, according to research findings, this study proposes suggestions for elementary and junior high school principals, teachers and future research.