校長學習領導視角下的在地文化教育實踐之蘊涵

Implications of Local Cultural Education Practices from the Perspective of Principal Learning Leadership

本研究旨在從校長學習領導的視角，探討在地文化教育課程的推動歷程，以及學生在課程中如何展現文化學習轉化與文化認同建構。研究採取質量並行的整合方法，透過問卷、訪談、課堂觀察與學生作品分析，以呈現課程設計脈絡、教學實施與學生學習歷程。研究結果顯示，校長透過願景設定、行政支持、跨機構合作與專業學習社群的建構，有效促進教師專業成長並提升課程品質。學生在文化理解、文化詮釋與文化認同三個層面皆展現顯著進展，前後測平均得分，分別由2.39、2.44、2.49提升至4.79、4.77、4.82，增幅顯著。這顯示學生能從理解地方文化到創作表達，再進一步形成文化認同。研究結果證實校長學習領導在在地文化教育推動中具有關鍵作用，亦凸顯跨機構合作與創作導向課程對文化學習轉化的助益。本研究可提供未來學校推動在地文化教育及校長專業領導實務之重要參考。

This study had aimed to explore the implementation of a local cultural education curriculum from the perspective of principal learning leadership, as well as how students had demonstrated cultural learning transformation and the construction of cultural identity throughout the curriculum. A mixed-methods design had been adopted, integrating questionnaires, interviews, classroom observations, and student work analyses to present the curriculum design process, instructional implementation, and students’learning trajectories. The findings had shown that the principal had effectively fostered teacher professional growth and enhanced curriculum quality through vision setting, administrative support, cross-institutional collaboration, and the establishment of professional learning communities. Students had exhibited significant progress in cultural understanding, cultural interpretation, and cultural identity, with pre- and post-test mean scores increasing from 2.39, 2.44, and 2.49 to 4.79, 4.77, and 4.82 respectively. This had indicated that students had progressed from understanding local culture to expressing it through creative work, and further to forming cultural identity. The results had confirmed the critical role of principal learning leadership in advancing local cultural education and had highlighted the benefits of cross-institutional collaboration and creation-oriented curricula in promoting cultural learning transformation. This study had provided important implications for future school practices in implementing local cultural education and strengthening principals’professional leadership.