偏鄉小學教師領導者在教師專業發展歷程的協作領導之個案研究

Case Study on the Collaborative Leadership of Elementary School Teacher Leaders in Remote Areas and the Professional Development Process of Teachers

本研究目的旨在探討教師領導者的協作領導在學校教師專業發展歷程的運作機制、成果和覺察。個案學校為東臺灣一所偏鄉小學，本研究透過訪談法進行文本資料的蒐集與分析，訪談對象包括校長、三位教師領導者、三位學校教師，共計七位。本研究結論有五點：一、從協作小組的成立到知識的共享與共作，彼此互補專長，成功奠定協作領導的基礎；二、協作領導策略主要包括：共備觀議課、校園氣氛的營造、引入外部人力資源以及校長的示範作用，帶動教師的專業發展；三、校長是實際參與的教學領導者，藉此強化教師領導者的角色功能和促進教師的專業發展；四、協作領導促進教師在素養導向教案設計與教學能力上的專業成長；五、協作領導歷程教師領導者覺察到個人角色功能的發揮，但歷程中仍無法避免少部分教師的消極心態和作為。最後，針對實務運用和未來研究進一步提出建議。本研究結果可作為教師領導者實務、教師領導者的協作領導，以及提升教師專業發展成效時之參考。

The main purpose of this study was to investigate teacher leaders’ collaborative leadership in the professional development process of school teachers. The case school is a remote elementary school in eastern Taiwan. Data were collected through interviews and then analyzed. The participants of this study were the school principal, three teacher leaders, and three school teachers. Five conclusions were obtained in this study. First, from the foundation of a collaboration team to the sharing and coproduction of knowledge, the teacher leaders complemented each other and successfully established a base of collaborative leadership. Second, the main collaborative leadership strategies were collaborative lesson study, the creation of a campus environment, the introduction of external human resources, the principal’s demonstration, and achieving teachers’ professional development. Third, the principal’s support and modeling reinforced the teacher leaders’ role function and the teachers’ professional development in the collaborative leadership process. Fourth, collaborative leadership enhanced the teachers’ professional growth in competence-oriented teaching plan design and teaching competence. Fifth, in the collaborative leadership process, teacher leaders recognized the fulfillment of personal role function. However, in this process, few teachers exhibited passive attitudes and behaviors. Finally, this study proposes suggestions for practical application and future studies. The findings of this study can serve as criteria for teacher leaders’ practice, teacher leaders’ collaborative leadership, and the reinforcement of teachers’ professional development.