塑造「協助學生多元學習」的學校文化：一所國小校長的領導作為

Cultivating the School Culture that Helps Students’ Multiple Learning: An Elementary School Principal’s Leadership Efforts

本研究採用個案研究法，運用訪談及參與觀察的方式蒐集資料，並以學校組織文化的人為器物、標榜的理論，以及基本假定三個層次，呈現一所國民小學校長帶領學校所有成員塑造有助於學生多元學習的學校文化，作為個案學校在核心素養導向校園文化形塑的努力。本研究發現，個案學校校長塑造「協助學生多元學習」學校文化的領導作為包括：一、塑造利於學生多元學習的人為器物；二、展現並推廣利於學生多元學習的規範與價值；三、實踐利於學生多元學習的基本假定於學校日常生活中。每一層次的領導作為各有數量不同的具體作為，用以形塑協助學生具備多元學習及核心素養導向的校園文化。此三層次彼此關聯，且以「展現並推廣利於學生多元學習的規範與價值」最為關鍵。

Utilizing the method of case study, this study analyzed the data collected from interviews and participant observations to present the leadership efforts of an elementary school principal in cultivating the school culture that helps students’ multiple learning. It also presented the principal’s leadership efforts to cultivate the competency-oriented school culture. There are three levels to school culture that helps students’ multiple learning including artifacts, espoused values, and basic underlying assumptions. The results showed that the leadership efforts of the elementary school principal in cultivating the school culture that helps students’ multiple learning included: 1. Shaping the artifacts that is conducive to students’ multiple learning; 2. Demonstrating and promoting the norms and values that is helpful to students’ multiple learning; and 3. Implementing the basic underlying assumptions that is beneficial to students’ multiple learning to the daily life of school. The efforts of the three levels are related. The author argues that it is the leadership efforts in “demonstrating and promoting the norms and values that is helpful to students’ multiple learning” with the most importance.