臺灣中小學校長實踐人力資本領導之策略應用

Strategic Applications of Human Capital Leadership Practices Among Principals in Taiwanese Primary and Secondary Schools

在後疫情時代與教育改革趨勢下，教師專業發展已成為影響學校教育品質之關鍵因素，本文以人力資本領導（human capital leadership）為主軸，彙整文獻與教育治理觀點，旨在探討人力資本領導於臺灣中小學校長實踐之意涵與策略。透過文獻分析，歸納教師人力資本之內涵（知識、技能與能力），並整理人力資本領導之定義、目的與核心面向，進一步結合專業資本觀點，說明人力資本、社會資本與決策資本於學校情境中的整合關係。研究同時歸納校長角色由行政管理轉向以教師專業發展為核心之領導取向，並整理六項實踐策略。最後，本文指出人力資本領導有助於支持教師專業成長與學校發展，對當前教育改革情境具重要實務參考價值。

This article adopts human capital leadership as its central lens. Draw¬ing on a synthesis of the literature and perspectives from education gov¬ernance, it delineates the components of teachers’human capital, namely knowledge, skills, and competencies, and presents the definition, pur¬poses, and core dimensions of human capital leadership. Incorporating the professional capital perspective, the article explicates the co-presence of human, social, and decisional capital in school settings and the need for their integration, providing points of reference for understanding the leadership meanings and practical enactments of principals in Taiwanese primary and secondary schools in the contexts of the post-pandemic era and educational reform. The article also summarizes a shift in principals’roles from administrative management and instructional supervision to¬ward a leadership orientation centered on teacher professional develop¬ment, and identifies six commonly discussed strategies in the literature: talent selection and deployment, systematic teacher professional develop¬ment, individualized guidance and growth planning, building a collab¬orative culture and professional learning communities, leveraging middle leadership teams, and attending to teacher welfare and job satisfaction. Finally, the article outlines practice-relevant issues and enabling condi¬tions in the Taiwanese context, including principals’capacity building, administrative workload and delegation arrangements, the development of evaluation tools for teacher growth outcomes, and adaptive directions for implementation within institutional and school-cultural contexts, as references for educational administration and school leadership practice.