英文摘要 |
After the Basic Education was extended from nine to 12 years, some schools started to use learning community to change teaching practices and learning. Leading schools to adopt learning community could be deemed as practices of leadership for learning. This study selected one elementary school in the northern region to investigate how the principal perform her leadership for learning through implementing the approach of learning community. Interview, document analysis and observation were the methods for data collection. The findings indicate that three- layer (teacher group, grade and learning area) leadership as a form of dis- tributed leadership was exercised as the core of principalship. Communicating school vision and goals, promoting teacher learning and growth, implementing learning-centered curriculum and instruction, acquiring resources, and shaping learning culture were also found in the principal’s practice. There were obstacles faced by the school when performing learning community, such as the grouping of teachers for learning and the pressure for accountability from the local authority agency. The principal reduced the difficulties of program implementation by communication, giving guidance to teachers and playing a mediating role between the school and the local government. |