科層體制下的教師領導︰國小教學組長的經驗

Teacher Leadership in a Bureaucratic System: Experiences of Elementary School’s Curriculum and Instruction Section Chiefs

研究目的
本研究旨在透過探索國小教學組長的工作經驗，瞭解教學組長的工作意願、工作策略以及如何做出決定，進而構思教師領導的可能策略，期有助於改變學校領導生態，以發揮教師領導的積極影響力。
研究設計／方法／取徑
根據研究目的，本研究採取質性研究取向蒐集與分析資料。抽樣方式採用立意取樣，以「擔任教學組長1年以上經驗」與「服務於不同學校規模」為原則，隨機選取13位參與者進行半結構式訪談，並以分布式領導為理論基礎，與研究發現相互印證，以構思實踐教師領導之可能策略的建議。
研究發現或結論
本研究結論包括︰一、職前、職後教師擔任教學組長的意願變化不大，理由卻大不同，初任行政職之教師行政知能值得關注；二、執行工作的計畫、分工、溝通、協調與評鑑皆由教學組長率先為之，「關係」良窳是工作順利推行的關鍵，而「尊重」、「服務」是建立良好關係的策略；三、僅有「合法任命」難保工作順利完成，還須加上工作自主才能獲得權威，這也是教學組長成為學校領導者的要件；四、教學組長基於尊重教師的意見蒐集，充分展現分布式領導精神，只是主任決定權高於組長，讓分布式領導嘎然中止，不過，共同參與決定是多數教學組長喜愛的決定模式。
研究原創性／價值
目前國內關於中小學教學組長的研究稀少，少數幾篇研究是以探求工作壓力、工作倦怠、工作滿意與離職（續職）之彼此關係為主，有關教學組長領導概況的實證研究相對匱乏。本研究採取質性研究取徑，對教學組長的工作意願、工作策略和決定模式做探究。除了增進對教學組長工作現況的瞭解外，也有助教師領導領域的持續發展。
教育政策建議與應用
本研究除了可以提供研究發現供有關人士與機構瞭解當今國小教學組長的工作經驗外，亦根據結論，針對工作意願、工作自主、決定模式與未來研究方向提出建議，以更完全發揮教學組長的領導功能。

Research Purpose
This study aimed to examine the work experiences of curriculum and instruction section chiefs, including their willingness, strategies, and decision-making toward developing potential teacher leadership strategies that contribute to the transformation of school leadership and harness positive impacts of teacher leadership.
Research Design/Method/Approach
Based on the research purpose, this study adopted a qualitative research approach to collect and analyze data. Purposive sampling was employed, with the criteria of“having at least one year of experience as the curriculum and instruction section chief”and“serving in schools of different sizes.”Thirteen participants were randomly selected for the semi-structured interviews. Drawing on the theory of distributed leadership and mutually corroborating research findings, recommendations for possible strategies to implement teacher leadership were formulated.
Research Findings or Conclusions
The research findings are as follows: 1). The teachers’willingness to become curriculum and instruction section chiefs remained relatively stable before and after assuming the position, but their motivations varied significantly. Teachers’administrative competence in administrative roles is an important consideration. 2). The curriculum and instruction section chief takes the lead in planning, task allocation, communication, coordination, and work evaluation. The success of these efforts depends on building quality relationships, which can be fostered through strategies such as“respect”and“service.”3). Mere appointment to a position is not sufficient to ensure the successful completion of tasks. Work autonomy is also crucial for the chief of the curriculum and instruction section to gain authority and become an effective school leader. 4). The chief of the curriculum and instruction section demonstrated distributed leadership by collecting teachers’opinions respectfully. However, the director’s authority often overrides that of the section chief’s, limiting the full implementation of distributed leadership. Nonetheless, most section chiefs prefer participatory decision-making.
Research Originality/Value
In Taiwan, there is lack of research on the role of the curriculum and instruction section chief in primary and secondary schools. Some studies have focused on job stress, burnout, satisfaction, or turnover among section chiefs; however, empirical studies on their leadership profiles are relatively scarce. This qualitative research examines the work motivations, strategies, and decision-making patterns of curriculum and instruction section chiefs, aiming to enhance our understanding of their current status and contribute to the ongoing development of teacher leadership.
Educational Policy Recommendations and Applications
This study not only presents research findings on the work experience of current curriculum and instruction section chiefs, but also provides recommendations to enhance work willingness, autonomy, decision-making patterns, and future research directions. These recommendations aim to maximize the leadership potential of curriculum and instruction section chiefs.