教師的教育愛與靈性領導

Teacher’s educational love and spiritual leadership

教育愛的精神與實踐，係透過師大教育研究所創始人田培林教授引介，並列為教育所創所精神。教育愛主張教師基於文化傳承與創新的專業關懷，這是教師專業實踐的最高層次目標，要能發揮教育愛的精神，教師需融合「專業知識」、「專業倫理」並開展「健康」而「自主」的「專業自我」。專業倫理及專業自我植基於教師的一般生活智慧與統合的專業實踐智慧，也就是「靈性」智慧。教師靈性智慧愈高，愈能在班級內發揮靈性領導的實踐智慧。準此，本文運用多重個案比較研究法，討論教育愛與靈性領導智慧的根源與意義；再次從教師專業發展的生態，論述「教育愛」與「靈性領導」在教師專業行為實踐中的地位與功能；最後闡明教師的教育愛與靈性領導的互動及相互彰顯的途徑，以為養成教師體現教育愛的能力、提昇靈性領導的參考。

The spirit and practices of educational love was introduced by Professor Pei-Lin Tien， and became as the essence of the establishment of the department and graduate institute of education at National Taiwan Normal University. The claim of educational love is that teacher’s professional concern is based on cultural heritage and creation， and educational love is the top level of practicing teacher’s professional development. In order to develop the spirit of educational love， each teacher needs to combine professional knowledge with professional ethics and simultaneously， he/she has to expand a well and autonomous professional self. The professional ethics and self are rooted in teachers’ life wisdom and the practical wisdom of their profession， which is called the spiritual wisdom. The more spiritual wisdom teachers possess， the more practical wisdom of the spiritual leadership they can express in their teaching.
The purpose of this article is mainly to investigate the origin and meanings of educational love， the wisdom of spiritual leadership and then analyze the status and functions of educational love and the spiritual leadership on the process of practicing teachers’ professional development. Besides， this research will discuss the interaction of educational love and the spiritual leadership， and support several implications on embodying educational love and promoting the spiritual leadership for teachers. For achieving above-mentioned research purposes， multiple cases comparative study is employed.