英文摘要 |
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. |