實驗教育學校校長轉化型課程領導之研究

The Study of the Transformative Curriculum Leadership for the Principals of Experimental Education School

臺灣的實驗教育法案藉由法令鬆綁，許可不同類型實驗教育學校進行全校性的課程實驗，在此變革過程中，校長課程領導成為發展新教育模式的重要取徑。本研究針對地方政府指定辦理、具有轉型需求及公辦民營等三類型實驗教育學校，進行質性研究。選擇曾獲校長領導或教學卓越獎、多次參加實驗課程發表或新課程模式獲家長認同之成功轉型學校校長、主任、組長與教師共計12人進行訪談，並佐以校園觀察與文件分析法，以探究校長進行轉化型課程領導之模式與內涵。研究發現個案學校校長透過轉化型的課程領導行為，能有效改變教師教學意識、課程發展機制與學校文化，從而建立不同於主流教育的課程典範，並構築臺灣實驗教育學校校長轉化型課程領導模式。此模式表明校長基於辦學動機、教育理念與學校背景脈絡等要素，透過覺察、澄清、對話與溝通，共塑課程願景；再以課程願景為核心擴散出的教師教學素養、課程設計、課程評鑑與學校文化等範疇之轉化型領導作為，引領學校成功轉型。本研究據此提出相關建議作為，以利更多新課程模式的建立。

"With the liberalization of Taiwan's experimental education act, experimental education schools have been able to conduct school-wide curriculum experiments. In the process of developing this new educational model, transformative curriculum leadership has become an important pathway for principals. This research conducts qualitative research on three types of experimental education schools, including schools designated by local governments, those with transformed needs, and privately-managed public schools. Each one is a sample which is successful transformation school that has won the principal's leadership or teaching excellence award, participated in the publication of experimental courses many times, or the new curriculum model has been recognized by parents. This study conducted interviews with twelve people, including the principals, directors, group leaders and teachers, and used campus observation and document analysis methods to explore the model and contents of principals' transformative curriculum leadership in experimental schools. The study finds that the school principals are able to establish a different curriculum model from the mainstream education, mainly through transformational curriculum leadership to change teachers' pedagogical awareness, curriculum development mechanism, and school culture, which in turn built a model of transformational curriculum leadership for principals of experimental education schools. This model suggests that principals create a shared vision of the curriculum through awareness, clarification, and communication based on the motivation, educational philosophy, and context of the school; then use the vision as the core to expand the transformational leadership in the areas of teacher teaching literacy, curriculum design, curriculum evaluation, and school culture to lead the school to successful transformation. Finally, according these findings, recommendations are proposed for developing more new curriculum models."