國民小學校長學習的概念架構及其中學習取向與領導技藝內涵之個案探究

The Conceptual Framework of Elementary School Principal’s Learning and A Case Study on a Principal’s Learning Approaches and Leadership Craft

本文匯集相關研究，嘗試建構一個在變遷社會中，國小校長在職學習的概念架構，並據以分析一位國小校長協助學生學習之領導所運用的學習取向與領導技藝內涵。本文所建構的校長學習概念架構包括「學校教育專業工作與任務」與「校長學習取向與內涵」兩大部分，前者包括學校願景校務發展與革新、課程與教學、學生發展與學習、教師專業成長與發展、學校行政管理、學校與社區關係等重要的學校教育專業任務；而後者則包括專業訓練、專業探究、自我更新、同僚專業互享等學習取向，及領導技藝元素、問題解決元素、領導實踐面向、決定見解改變等學習內涵。根據個案校長訪談資料，本文發現個案國小校長協助學生學習之領導的學習取向較偏重自我更新與同僚專業互享，較少專業探究及專業訓練；而領導技藝內涵的學習雖涵蓋各元素，但較缺乏對所處理事務敏感性的培養與升級，及掌握處理事務之時機點的務實與道德考量。最後，本文依據研究發現，提供幾項協助校長學習的建議。

"Utilizing related literature, this paper constructed a conceptual framework for principal’s learning and used it to illustrate the learning approaches and leadership craft of an elementary principal when she led to help student learning. The conceptual framework for principal learning includes two major sections, i.e. school professional task and principal learning approach and content. School professional task consists of school vision and innovation, curriculum and instruction, student development and learning, teacher professional development, school administrative management, and school and community relations. The learning approaches include professional training, professional inquiry, self-renewal, and collegial sharing. The learning contents include leadership craft, problem solving, leadership practice and change. This study found out that the elementary school principal emphasized the approaches of self-renewal and collegial sharing to learning and less on professional inquiry and training. Her learning contents cover almost all the elements of leadership craft. However, she touches less on the elements of sensitivity development and the timing of doing things. In the end, based on the findings of this study, the author provides several recommendations for helping principal learning."