校長領導理念與實踐：以閱讀磐石學校為例

Principal’s Leadership Concept and Practice: Taking Best Reading Advancing Program Award Winning Elementary Schools as Examples

本研究以閱讀磐石學校為對象，採個案研究法，透過訪談校長、教師、文件分析、參與觀察及研究者省思等方式蒐集資料，探討校長領導的理念如何有效推動閱讀方案，並分析校長帶領教師團隊參加教育部閱讀磐石獎評選獲獎的實踐策略。研究發現：一、校長推動閱讀磐石獎是以學生學習、教師專業為理念；二、校長能引導教師共同分析學校內外在環境脈絡；三、校長實踐策略兼顧整合資源、課程發展、師資專業與成效評估等多元策略。最後，根據研究結論提出學校推動閱讀教育之相關建議以供參考。

The purpose of this study is to explore the concept of principal’s leadership and investigate the efficient approach to promoting reading program. This study selected Best Reading Advancing Program Award winning schools as the main subjects and adopted case study as research method. To collect data, interviews were conducted with principals and teachers, and observations, file analysis, and self-reflection notes were utilized. Additionally, this study further analyzed the practice of strategy employed by principals in leading their faculty to win the prize of “Best Reading Award of Elementary Schools’ Reading Advancing program” held by the Ministry of Education. The findings of the study were summarized as follows: (1) Principals promoting the Best Reading Advancing Program mainly focuses on student learning and teaching profession. (2) Principals can lead teachers in analyzing the context of schools’ internal and external environment. (3) Principal’s practice of strategy includes resources integration, curriculum development, teaching profession and effectiveness evaluation. Lastly, based on the findings, this study put forward some suggestions for reading education and future research.