透過分散性領導經營教師專業學習社群－－以國小資訊科技教學社群為例

A Study on Professional Learning Community by Means of Distributive Leadership-Case from Elementary School

隨著教育領導研究典範的轉變，舉凡教師領導、平行領導、分散性領導、專業學習社群等理論，均強調教師在學校領導中的地位，已跳脫校長是英雄式角色的框架，亦即，學校領導除了校長領導外，更應擴展至教師群體。領導理論的研究歷史，從特質論、行為論、權變論，發展到轉型領導理論，進而關注領導的效能、影響模式、測量工具與技術等階段，此發展趨勢反映了領導典範的轉移，已從聚焦於個別領導者的觀察，擴展至領導者與成員之間交互作用的詮釋，如此的分散性領導方式不僅鼓勵了校園內創新與創意，還能培育教師職涯進程。個案學校在透過分散性領導經營教師專業學習社群以進行科技活化課程，社群成員在不同情境中轉換領導者、被領導者的角色，不僅實踐學校領導，更增進了整體工作滿意度。

With the shift of the paradigm of educational leadership research, theories such as teacher leadership, parallel leadership, distributive leadership, and professional learning community (PLC) emphasize the status of teachers in school leadership. That is to say, in addition to the leadership of the principal, the school leaders should be extended to the professional learning community. The research history of leadership theory, from trait theory, behavior pattern theory, contingency theory, to transformation leadership theory, and then focus on leadership effectiveness, impact model, measurement tools and technology, this development trend reflects the transfer of leadership paradigm. From the observations focused on individual leaders to the interpretation of the interaction among leaders and members. Such a distributive leadership model not only encourages innovation and creativity on campus, but also fosters the career of teachers. The case school is engaged in the science and technology activation curriculum through the distributive leadership of the PLC. The community members shift the roles of leading and led in different situations, not only achieving school leadership, but also ameliorating overall job satisfaction.