一所偏鄉小學校長推動教師協作專業發展之個案研究

A Case Study of a Remote Rural Elementary School Principal’s Promotion of Teachers’ Collaborative Professional Development

本研究旨在探討偏鄉小學校長推動教師協作專業發展的歷程，以及教師在此歷程的成長及其對協作文化的感受。本研究採個案研究，以南臺灣一所偏鄉小學為對象，研究參與者包括校長、一位主任、五位學校教師，共計七位。文獻探討包括教師協作與專業發展的關係、校長協作領導與教師協作的關係，以及教師協作、校長協作領導與學校協作文化的關係等三個部分。本研究透過訪談文本進行分析、歸納與討論，獲得下列四項結論：一、為落實108課綱的校本課程與素養導向教學，校長透過以身作則、專家入校指導與教師領導者的協作領導等策略，推動教師協作公開授課；二、面對教師協作公開授課，行政與教學願意相互支援，解決共備時間與專業不足的問題，校長也能積極面對配合度不高的少數教師，全面帶動偏鄉小學教師的專業發展；三、教師透過協作公開授課獲得個人在觀念與習慣的改變，為教師專業發展開啟不同視野，蓄積專業自信力；四、學校協作文化雖然成形，但要維持並非易事，需要全體成員持續投入，才有助於此文化的深耕。本研究結果可作為偏鄉小學校長推動教師協作專業發展、校長發揮協作領導形塑學校協作文化以及改善教師公開授課時之參考。

This study discussed the process of a remote rural elementary school principal’s promotion of teachers’ collaborative professional development, as well as teachers’ growth in this process and their perception of the collaborative culture. The participants in the case study included the principal, one director, and five teachers of a remote rural elementary school in Southern Taiwan. The literature review covers three parts: the relationship between teacher collaboration and professional development; the relationship between principal collaborative leadership and teacher collaboration; and the relationship between teacher collaboration, principal collaborative leadership and school collaborative culture. This study analyzed, summarized, and discussed the interview texts and reached the following four conclusions: 1. In order to implement the school-based curriculum and literacy-oriented teaching of the 2019 curriculum, principals promote teachers’ collaborative public teaching through strategies such as leading by example, on-site coaching by experts in the school, and collaborative leadership with teacher leaders. 2. For teachers’ collaborative public teaching, the administrative and teaching staff are willing to support each other in solving the problems of insufficient preparation time and professionalism, and the principal can actively deal with the few uncooperative teachers, which comprehensively facilitates the professional development of teachers in remote rural elementary schools. 3. Teachers’ perceptions and habits change through collaborative public teaching, which opens up different perspectives for teachers’ professional development and accumulates their professional confidence. 4. Although the school’s collaborative culture has taken shape, it is not easy to maintain, and it requires the continued commitment of all members of the school for the culture to be deeply cultivated. The results of this study can be used as a reference for remote rural elementary school principals to promote teachers’ collaborative professional development, for principals to play the role of collaborative leadership in shaping the school’s collaborative culture, and for teachers to improve their public teaching.