蒙特梭利教育理念促進校長變革領導之探究：以一所學校型態實驗教育為例

A Study on the Principal’s Change Leadership for Promoting the Idea of Montessori Education: An Example of a School-based Experimental Education

本研究旨在探討蒙特梭利教育理念如何促進校長的變革領導，研究個案為中部一 所學校型態實驗教育小學，該校於110學年度轉型為以實踐蒙特梭利教育理念的公辦公營 實驗學校。本文由長期陪伴個案學校成長的大學教師與實際帶領個案進行組織變革的校 長，共同透過敘事的方式，探究校長如何運用蒙特梭利教育理念促進變革領導。研究結 果發現，個案學校領導者運用蒙特梭利的核心理念，在領導變革作為上順應兒童發展， 促進學習模式的變革，使教師順應兒童心智發展進行教學創新，預備好的學習環境以滿 足學童的需求，使教師作為引導者並以兒童為師，並以自由與紀律兼顧領導技術與藝 術。同時，重新檢視原有校園環境與文化，建設有形的新環境且營造無形的環境，以實 踐學校型態實驗教育理念—促使兒童成為自己的主人，教師成為孩子生命之助。

In the study, the researchers aim to discuss that how does the idea of Montessori education promote a principal’s change leadership from an example of an elementary school with school-based experimental education in Central Taiwan. The school has been transforming as a public elementary school with the idea of Montessori education. One of the authors is a university teacher who has been companying with the school for many years, and the other one is the principal who leads the teachers to practice the organizational change. They use the narrative inquiry to discuss how the principal promote the change for the school through the idea of Montessori education. According to the research findings, the leader of the school mainly follows the idea of Montessori education. There are five implications for the leader’s change leadership, such as the principal’s action of change leadership making the change of learning model for children, teachers’ change for students’ development to create their ways of teaching, preparing good learning environment to satisfy children’s needs, teachers as study guides and learn from their students, as well as to balance leader’s skills and arts with freedom and discipline. Meanwhile, the principal reexamines the original campus environment and culture to build the new environment and invisible atmosphere, therefore to practice the idea of school-based experimental education and make children be their own selves based on teachers’ helps of lives.