偏遠地區國小教師兼職行政人員在職輔導諮詢機制探究

Feasible Strategies for the On-the-job Counseling System of Teachers in Remote Elementary Schools to Concurrently Serve as the Administrative Staff

對偏遠地區學校而言，學年交替所面臨的教師兼職行政人員大逃亡現象，無疑是校務經營常遇之窘境與困境。教育行政是教學現場最及時之後盾與支援，唯有穩定教育行政組織，學校團隊才能專注創造優質教學效益。為此，建構偏遠地區國小教師兼職行政人員在職輔導諮詢機制，培力支持其教育行政熱情，當能有效減輕教育行政負擔與壓力，進而讓學校永續發展。本研究立基系統領導（system leadership）觀點與應用，以談話訪談、文件分析及研究者省思日誌彙整資料進行質性案例探究。研究發現，偏遠地區國小教師兼職行政人員輔導諮詢機制，可依循定期對話討論、共構知識庫、適性及時諮詢、主題成長課程、共好任務創發五項原則，逐步建構培力支持系統。研究結果對於提升與強化偏遠地區國小教師兼職行政人員意願，進而發揮學校功能性與永續發展有其意義與影響。

In recent years, remote schools facing high administrative staff turnover at the end of school years has become a common phenomenon. Admittedly, educational administration serves as the most immediate backing for teaching; hence, schools can provide quality teaching by stabilizing educational administrative organization. Thus, it is undoubtedly a special concern for the educational management today to develop the on-the-job counseling system of teachers in remote elementary schools to concurrently serve as the administrative staff and make every school a great school. To effectively develop feasible strategies for the on-the-job counseling system of teachers in remote elementary schools to concurrently serve as the administrative staff based on the system leadership perspective, a qualitative case study was conducted, and information was collated through dialogical interviews (multiple forums), document analysis, and the researcher's reflection journal. The participants were the principals and teachers serve as the administrative staff of seven remote schools in Hsinchu County. This study found that the effort to develop the on-the-job counseling system of teachers in remote elementary schools to concurrently serve as the administrative staff could be carried out by following five principles: regular dialogue and discussion, co-constructed knowledge base, appropriate and timely consultation, theme growth course, create a good task together. The study findings hold significance and enhance and strengthen the willingness of teachers in remote elementary schools to concurrently serve as the administrative staff while further facilitating the fulfillment of functionality and sustainable development of schools.