校長教學領導實際：一所國小的參與觀察
The Practice of Principal's Instructional Leadership: The Observation of an Elementary School
- 關鍵字：
- 校長教學領導、學校領導、學校行政 / Principal's instructional leadrship、Principalship、School administration
第四十四輯 - 2001-01-31
教育擴張對入學機會均等影響之研究符碧真
Educational Expansion and Access to EducationB i h - J e n F w u
教師彰權益能的概念與實施策略王麗雲、潘慧玲
Teacher Empowerment: Concepts and StrategiesLi-Yun Wang * H u i - L i n g P a n**
校長教學領導實際：一所國小的參與觀察林明地
The Practice of Principal's Instructional Leadership: The Observation of an Elementary SchoolLin Ming-Dih
二十世紀下半葉大陸的課程改革：回顧與前瞻黃甫全
Mainland China's Curriculum Reform: Retrospect and ProspectHuang, Fu-Quan
多元文化的課程轉化與教學實踐 湯仁燕
Multicultural Curriculum Transformation and Pedagogic PracticeRen-Yen Tang
新世紀課程改革的挑戰與課程實踐理論的重建甄曉蘭
Challenges of Curriculum Reform and the Reconstruction of Practical Theories for Curriculum Praxis for the 21st CenturyHsiao-Lan Sharon Chen
新世紀高等教育的展望：回顧與前瞻戴曉霞
Towards the New Century: The Transformation of Higher EducationHsiou-Hsia Tai
迎向新世紀的教育改革--方法論之省察與國際改革趨勢之比較分析楊深坑
Education Reform Facing the New Millenium--Methodological Reflection and International ComparisonShen-Keng Yang
- 摘要
- 英文摘要
- 參考文獻
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本文以參與觀察以及訪談的方式蒐集資料，以呈現一所國小校長的教學領導實際。主要的研究問題有三個，包括校長教學領導的具體作為為何？教師與校長所知覺的校長教學領導的目的與影響為何？以及教師與校長對教學領導的期望為何？研究結果發現，所觀察校長教學領導的具體作為可以歸納為六大領域，包括巡視教室與校園、協助教師在職進修或專業成長與發展、表達較高的期望，提高師生表現的標準、了解學生學習情形、實踐行政支持教學的理念、建立良好的教學環境，以及塑造英雄、建立楷模等。教師與校長所知覺的教學領導的目的有提升教學品質、對老師的教學情形能有所掌握、表現關心、協助處理突發狀況、對學生的表現能有所了解，以及給予老師壓力，維護學生受教權。校長教學領導的影響包括讓教學正常、督促老師事前準備上課內容、協助教師教室秩序管理、大多數的老師不會覺得反感。校長與教師對校長教學領導的期望為希望明白闡述作法與理想、增加成員專業成長機會、辦理與學生比較有關的教學活動、增加校內同僚專業互享機會，以及多聽同仁意見，並做出回應，但對於巡堂增加與否，則見仁見智。作者最後並出幾項建議。
Utilizing the methods of participant observation and interview， this paper presented the practice of instructional leadership of an elementary principal. Three major questions were included in this study: What does the principal actually do with regard to instructional leadership? What are teachers’ and the principal’s perceptions in terms of the purposes and effects of instructional leadership? What are the expectations of teachers and the principal in terms of instructional leadership? Based on the data gathered from the observations and interviews， the author discovered six areas of the practice of principal’s instructional leadership. Some of them were similar to the findings of the literature， but others were not. The author also pointed out several kinds of purposes， effects， and expectations of principal’s instructional leadership reported by teachers， administrators， and the principal. Finally， the author provides some recommendations and reflections.
