應用GROW模式建立校長專業發展與領導思維之探討——以課啟校長培育為例

Investigation of How GROW Model as a Coach Model Develops Principals’ Profession of Leadership

隨著智慧科技高速發展，當今教育環境已經大不同。快速、持續和不可逆式的改變已成為常態，過去校長的成功領導模式也不再是未來校長的成功指南。本研究主要從課啟校長培育過程，探究校長課啟模式，從中找尋校長自我專業內涵，以建立校長專業發展方向。嘗試在課啟校長培育歷程，應用GROW模式為校長持續專業發展，並為校長領導尋找新思維。
本研究採用個案研究法。以東部3位校長參與「課啟校長培育」的三階段，「課啟前自我省思」、「實體課啟對話語錄」、「課啟後會談」的歷程中，正式與非正式訪談內容等為研究資料。進行課啟校長培育模式中自我省思、深度傾聽、引導與非指導，並應用GROW模式的目標（Goal）、真實性（Reality）、選擇性（Option）、推動意向方式（Will way forward）等，嘗試建構校長專業發展與領導思維的研究架構。
本研究結論由三位校長於參與課啟校長培育後的自我省思，認為一位未來的專業校長應具備以下專業涵養：(1)敏銳觀察，主動探詢好問題，給予同仁勇於表達，建構團隊心理安全感；(2)引領成員反思、探究與分析，深耕教師社群形成回饋機制，建立夥伴關係；(3)激發成員的見解，釋放成員創新能量，培養自主行動，共創團隊學習成長。

With the rapid advancement of smart technology, today's educational environment has undergone significant transformations. Fast, continuous, and irreversible changes have become the norm, and the past successful leadership models for principals are no longer a guide for future principal success. This research primarily focuses on the process of principal nurturing through ''COACH curriculum for Principals'' to explore the principal curriculum launching model, seeking the principal's self-professional connotations to establish the direction for their professional development. The study attempts to apply the GROW model during the curriculum launching process to facilitate the continuous professional development of principals and to explore new perspectives for principal leadership. This research employs a case study approach. It involves three principals from the eastern region who participated in the three stages of ''pre-curriculum launching self-reflection,'' ''physical curriculum launching dialogues,'' and ''post-curriculum launching interviews.'' The data collected includes formal and informal interview contents. The study utilizes self-reflection, deep listening, guidance, and mentoring within the principal nurturing process through curriculum launching. Additionally, it applies the GROW model's components, including Goal, Reality, Options, and Will way forward, in an attempt to construct the research framework for principal professional development and leadership thinking. The conclusion of this study is equivalent to the self-reflection of the three principals after participating in the training of the principals of the class, and believes that a future professional principal should have the following professional accomplishments: First, observe keenly, take the initiative to ask good questions, give colleagues the courage to express themselves, and build a sense of psychological security in the team; Second, lead members to reflect, explore and analyze, deeply cultivate the teacher community to form a feedback mechanism, and establish partnerships; Third, stimulate members' insights, release members' innovative energy, cultivate independent actions, and jointly create team learning and growth.