Items with full text/Total items : 52084/87215 (60%)
Visitors : 8916017
Online Users : 91
Please use this identifier to cite or link to this item:
|Title: ||國小校長學習領導之個案研究 : 以學習共同體之推動為例|
|Other Titles: ||A case study of elementary school principal leadership for learning : using the approach of learning community as an example|
|Authors: ||陳品華;Chen, Pin-Hua|
|Keywords: ||學習領導;學習共同體;Leadership for Learning;learning community|
|Issue Date: ||2015-05-04 09:19:18 (UTC+8)|
A case school implementing learning community (LC) was recruited to investigate how the principal exerted learning leadership for LC. Specifically, the school context, the concept and practice of principal leadership and the problems, solutions and influencing factors were explored. An axis with five dimension of leadership for learning was used for analysis.
In this study, the research methods included interviews with a principal, two directors and two teachers. Document analysis and field observations were also used. The data collected were triangulated and produced the following conclusions:
1. The traditional values of the case school and the principal’s educational concepts were the basis for the implementation of learning community under the leadership for learning.
2. The execution of learning community according to the one axis and five dimensions of leadership for learning might be described as:
(1) To perform distributed leadership:
a. The principal produced preliminary ideas and the other members got involved in the planning and execution.
b. Principals and the other members were all responsible for the leadership and decision-making.
(2) To construct learning vision and goals:
a. Advocating the concept of learning community before executing.
b. Keeping ongoing communication and linking the school vision with goals.
(3) To promote learning and growth of teachers:
a. Using executive power and arranging teacher learning time.
b. Establishing the supporting system and helping teachers learn effectively.
c. Making good use of team power and assisting teachers to solve their problems.
(4) To plan, coordinate and review the curriculum and instruction:
a. Participating in relevant meetings of learning community.
b. Developing implementation plans and improvement strategy of operational process with the administrative team.
(5) To get the best use of resources:
a. Actively seeking and applying for the relevant projects to get funding.
b. Personally inviting experts and scholars to join in the program of learning community.
(6) To help shape the culture of learning:
a. Introducing the concepts of learning community concepts to teachers and creating school learning atmosphere.
b. Acting as a model of learning community and leading the shaping of learning culture.
3. In the process of implementing learning community, the case school suffered from grouping problem, teaching skill of returning to the text and educational authority problems. The principals adopted the strategies to solve problems, such as creating teachers’ awareness of problems and communicating with teachers to solve problems, guiding teachers to learn together and building teachers’ problem-solving ability. The principal also played the role to coordinate the external and internal environment and to minimize the job stress on teachers.
4. The negative influencing factors for implementing learning community were lacking full involvement from teachers and principals’ involvement due to busy schedule. The contributing factors were teachers’ high autonomy and strong willingness, and all members’ participation of the program creating a driving effect.
Finally, based on the findings and conclusions of the study, suggestions for school administrators, school teachers and the future study were proposed.
|Appears in Collections:||[教育政策與領導研究所] 學位論文|
Files in This Item:
All items in 機構典藏 are protected by copyright, with all rights reserved.