國民中小學校長專業學習社群之個案研究

A Case Study on Professional Learning Community of Elementary and Junior High School Principals in Taiwan

本研究採個案研究法進行國民中小學校長社群的研究，以文件分析與訪談法蒐集文本資料，研究參與者包括4位國中校長、5位國小校長。本研究獲致四點結論：（1）校長社群由原本的任務小組更名而成，未建立具有凝聚力的共同願景，且運作過程部分校長的缺席率偏高或投入程度不足；（2）校長社群方案的內容與辦理型態過於多樣，致使主題缺乏深入討論與實踐，影響社群運作品質；（3）校長社群帶領人的角色功能與參與者的投入，也是社群運作的重要影響因素；（4）來自校長社群內、外部人員的案例分享、專業對話與心理支持，係校長獲得專業成長的主因。本研究的發現與結論，可作為校長社群運作的借鏡，亦可做為教育局（處）推動校長社群之參考。

In this study, the method of case study was adopted to study the community of elementary and junior high school principals, and textual data were collected through community programs and interviews. The research participants included four junior high school principals and five elementary school principals. Four conclusions were drawn from this study. (1) The principals’ community was renamed from the original task group and a cohesive common vision was not established. The absence rate of some principals in the operation process was high or their engagement was insufficient. (2) The content and management types of the principals’ community program were too diverse, resulting in the lack of in-depth discussion and practice, and affecting the operation quality of the principals’ community. (3) The role and function of the leader of the principals’ community and the input of the participants were also important factors affecting the operation quality of the principals’ community. (4) Case sharing, professional dialogues, and psychological supports from inside and outside the principals’ community were the main reasons for the professional growth of principals. From the theoretical basis to research findings and conclusions, the operational elements of principals’ community suggested in this study can be used as a reference for the operation of the principals’ community and for the Taiwanese Education Bureau (Division) in promoting the principals’ community.