一所華德福實驗教育學校校長課程領導之研究

Research on Curriculum Leadership of a Waldorf School of Experimental Education

華德福實驗教育學校強調靈性教育，在臺灣實驗教育發展中佔有一席之地。本研究針對一所華德福實驗教育學校進行個案研究，主要藉由訪談法探討校長的課程領導行為，並比較其與傳統領導觀點的差異。研究發現個案學校校長將領導力視為一種靈性教育上的努力，透過重視精神感召、批判反思、整體原則、參與式體驗及生命共同體文化的領導行為，在某種程度上轉化了學校三元組織中成員信念與課程結構，發展出在地化的校本靈性課程；而在此過程中，校長亦於課程願景、教師教學素養、課程設計、課程評鑑與學校文化等領導主題上，展現其異於傳統的領導行為。這些研究結果有助於其他學校理解華德福學校靈性教育的領導智慧，並為因應全球化與未來教育的挑戰，提供了重要參考。

 

The Waldorf School of Experimental Education emphasizes spiritual education and has a place in the development of experimental education in Taiwan. This case study of a Waldford School of Experimental Education, conducted mainly through interviews, explores the principal’s curriculum leadership behavior and compares differences with traditional leadership. The research found that the case school’s principal viewed leadership as a spiritual education effort, with an emphasis on spiritual calling, critical reflection, holistic principles, participatory experience and leadership behavior as part of the culture of a life community, to transform the members’ beliefs and the curriculum structure in the school’s threefold organization, and to develop a localized school-based spiritual curriculum. In this process, the principal also worked on curriculum vision, teacher teaching literacy, curriculum design, curriculum evaluation, and leadership themes such as school culture, to demonstrate leadership behaviors that are different from the traditional ones. These findings help other schools understand the leadership wisdom of Waldorf School’s spiritual education and provide a key reference for addressing the challenges of globalization and the future of education.