| 英文摘要 |
This study developed performance indicators and their associated priority weightings for assessing the teacher leadership of Taiwanese elementary school teachers. This study analyzed research findings and theories regarding teacher leadership to establish the theoretical foundations for constructing indicators. Focus group interviews were conducted to obtain the opinions of 8 experts, as well as their recommended areas of focus, and thereby establish the foundation for core competency indicators. Thus, 5 categories and 30 associated indicators were determined for teacher leadership. On the basis of the determined performance categories and indicators, additional surveys were conducted using the analytic hierarchy process to ascertain the priority weighting for each performance category and indicator. The main findings of this study are summarized as follows: (a) The core competency for teacher leadership consists of 5 categories and 30 indicators. (b) The performance indicators, in their order of importance, are “curriculum and class teaching,” “promotion of colleagues’ learning,” “teacher–parent interaction,” “leading cooperation in the teaching community,” and “participation in school affairs.” According to the research findings, we offer several proposals for the implementation of teacher leadership and future studies. |
