校長學習領導在學前與國小課程卓越實踐之延續性研究

A Study on the Continuity of Principals’ Instructional Leadership in the Excellent Practices of Preschool and Elementary School Curriculum

本研究旨在探討校長學習領導在學前教育與國小教育課程卓越實踐中的延續性研究。以高雄市陽光國小（化名）及其附設幼兒園為個案，分別分析獲教育部教學卓越銀質獎的「陽光（化名）四界蜇」與「陽光（化名）山下劇場學校」兩項課程方案。研究採質性案例研究，透過文件分析與研究者參與經驗，探討校長如何透過願景建構、專業社群推動、跨域資源整合與社區連結，實現課程創新與學校發展。結果顯示，校長能在不同教育階段維持一致的課程理念，並以多元策略引領教師專業成長與學生學習成效，進而形塑學校與社區的共榮關係，對未來探討校長在調任他校後是否能持續發發揮課程領導力，具備參考價值與啟示。

This study aims to investigate the continuity of principals’learning leadership in the excellent practices of preschool and elementary school curricula. Using Sunshine Elementary School (a pseudonym) in Kaohsiung City and its affiliated kindergarten as the case, the research analyzes two curriculum programs that received the Ministry of Education’s Silver Award for Teaching Excellence: Sunshine Four- Region Exploration (kindergarten) and Sunshine Shanxia Theater School (elementary). Adopting a qualitative case study approach, the research employs document analysis and the researcher’s participatory experience to examine how the principal realizes curriculum innovation and school development through vision building, professional learning community promotion, cross-disciplinary resource integration, and community linkage. The findings reveal that the principal is able to maintain a consistent curriculum philosophy across different educational stages, employing diverse strategies to foster teacher professional growth and student learning outcomes, thereby shaping a mutually beneficial relationship between the school and the community. Furthermore, it offers valuable insights for future discussions on whether principals can sustain their curriculum leadership after transferring to other schools.