國民小學校長與教師領導者的協作教學領導個案研究

Collaborative Instructional Leadership: A Case study of Elementary School Principal and Teacher Leaders.

本研究旨在探討校長與教師領導者所組成的協作教學領導團隊的運作歷程，並探討其成效。本研究採個案研究，以東臺灣一所國民小學為對象，研究參與者包括校長、3位教師領導者、3位學校教師，共計7位。本研究先探討校長與教師領導者所組成的協作教學領導團隊的內部運作，再了解團隊成員與校內教師的互動情形，最後探討在專業上所獲得的成長。本研究藉由訪談文本進行研究資料的分析，研究發現：（1）協作教學領導團隊透過專業共學、共作與任務取向，建立有效的學習機制；（2）不受原職務角色的束縛，係協作教學領導團隊內部運作成功的關鍵因素；（3）角色功能的轉換與發揮並搭配實務導向的推動，係協作教學領導團隊的重要策略；（4）營造公平、真誠、務實的言談情境，能為協作教學領導團隊和校內教師搭建有效的溝通平台；（5）協作教學領導團隊的運作，能同時提升團隊成員及學校教師的專業知能和領導意願。本研究結果可作為校長教學領導實務，校長與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 study investigates the operating process of a collaborative instructional leadership team composed of principal and teacher leaders, and the professional growth of team members and school teachers during this process. This study presents a case study of a public elementary school in Eastern Taiwan. Seven participants from the school were interviewed including the principal, three teacher leaders, and three school teachers and the interview transcriptions were analyzed. This study reached five conclusions: 1) the collaborative instructional leadership team develops an effective learning through professional co-learning, collaboration and task orientation; (2) being non-restricted by the original role is crucial for the success of the collaborative instructional leadership team's internal operation ; 3) the conversion and fulfillment of role functions and the promotion of practice orientation are essential strategies for collaborative instructional leadership teams; (4) creating fair, sincere, and pragmatic conversation situations can build an effective communication platform for collaborative instructional leadership teams and school teachers; (5) the collaborative instructional leadership team's operation can simultaneously improve the professional knowledge and leadership willingness of team members and school teachers. Lastly, this study further proposed suggestions for practical application and future research.