國小教師領導之實踐探究：以一所學校為例

A Study of an Elementary School’s Teacher Leadership Practice

本研究旨在瞭解目前國小教師對教師領導之知覺，並探討國小教師領導之實踐現況與困境，同時分析影響國小教師領導發展之因素。研究者採用個案研究方式，深度訪談十位一般市區型國小之教師，研究結果獲致以下結論：教師未知覺到明顯的教師間之領導行為，僅侷限於教室層次；教師認為現行體制教師領導可能性低，視權力為重要領導來源；正式教師領導仍為科層體制之延伸，非正式教師領導則基於專業與信任而自然形成，但有時變革力量不足；國小教師領導的實踐困境，涵蓋教師個人、同僚、校長、時間等阻礙；教師領導亦可能形成新的同僚上下階層關係，並產生負面效果；教師專業角色建構、組織環境及個人知能等因素均影響目前國小教師領導之發展。

This case study investigates teachers’ perceptions of teacher leadership， the current situation and the difficulties of teacher leadership practice. It also analyzes the key factors affecting teacher leadership development. The researcher adopts qualitative approach and interviews ten elementary school teachers in urban areas. The main conclusions of this study are as follows: firstly， teachers did not perceive obvious leadership practice among teachers，but just in the classroom level . Secondly， teachers believe teacher leadership is impossible inthe hierarchy and see power as the important source of leadership. Thirdly， formal teacher leadership is the extension of hierarchy; informal teacher leadership is based on profession and mutual trust but is limited in its influence on reform . Fourthly， the difficulties ofelementary school teacher leadership practice include personal factors， the relationship with colleagues， principals’ leadership style， and the limited time. Fifthly， teacher leadership may bring about new up-down hierarchy relationships among colleagues and result in negativeeffect. Finally， the construction of the professional role of teachers， the organizational environment and personal capacity affect the development of elementary school teacher leadership.