校長領導型塑有意義教與學的哲思與策略

The Philosophic Thinking and Strategies of Principal Leadership for Shaping Meaningful Teaching and Learning

確保教與學品質是學校教育的核心，而校長領導是型塑有意義教與學的關鍵。相關研究也指出，校長領導與型塑有意義教與學，以及確保學校教育品質具有密切的關聯性。本研究以立意取樣的方法，選取一所臺灣南部公辦公營實驗教育學校為個案學校，該校校長辦學強調以教育哲思基礎與教育理念啟動領導動能，並能提供研究所需的相關資料。此外，該校在校長領導、學校經營、校本課程建構，強調以班級本位的教師領導、文化回應教學、營造校園學習情境等，皆與本研究主題有緊密的連結。因此，本研究係兼具本質性與工具性的質性研究。本研究旨在探討個案校長領導的教育哲思與領導策略，繼而探討校長領導如何融合校本課程和營造以有意義的教與學校園情境，進而精進教與學的品質為主要的研究目的。為達成研究目的，本研究除了以國內外相關研究為論述基礎外，以個案學校校長為研究參與人進行訪談，並蒐集個案學校與校長相關文件檔案資料，進行文件分析。本研究之結論為：1.有意義教與學強調教師以有效教學策略使學生學習有意義；2.型塑有意義教與學是校長學校經營與領導策略的整全融合；3.校長以教育哲思與反思學習啟發有意義教與學的領導動能；4.班級本位教師領導是落實專業自主與適性揚才的有效取徑；5.校本文化課程實踐結合境教更能確保有意義教與學的品質；6.校本文化力是校長型塑有意義教與學領導力的融合與彰顯。最後本研究提出建議供校長領導型塑有意義教與學，與後續性研究的參考。

Assuring quality is the core of schooling, and principal leadership for shaping meaningful teaching and learning plays a key role for assuring quality. According to related literature, the relation had been close among the principal leadership, meaningful teaching and learning, and school education quality. This study had selected a public experimental education school in southern Taiwan as a research case. In this case, the principal had emphasized that his leading leadership energy is based on philosophic thinking and education ideas. Meanwhile, the principal had provided rich information for this study. In addition, the principal had emphasized classroom-based teacher leadership, culturally responsive teaching and shaping learning environment in principal leadership, school management, and constructing school-based curriculum. Therefore, this study had combined instrumental and intrinsic case research. This study had explored the principal’s educational philosophic thinking and leadership strategies for combining school-based curriculum and shaping meaningful teaching and learning, and then enhancing teaching and learning quality. Therefore, for achieving research purposes, this study had employed related literature review and interview with the principal in the case study as a research participant, and had adopted document analysis of the school’s and principal’s archives. The conclusions were as follows: 1. Meaningful teaching and learning emphasized meaningful learning through teacher’s teaching strategies; 2. Shaping meaningful teaching and learning meant fully integrating the school management and leadership strategies of principal leadership; 3. Principal’s educational philosophy and reflective learning had inspired the leadership energy for shaping meaningful teaching and learning; 4. Classroom-based teacher leadership had been the effective approach in teaching strategy for engaging teacher professional autonomy, fitting students’characteristic, and promoting students’talent; 5. School-based cultural curriculum practice had combined with campus environmental teaching that would be the better strategies for assuring the quality of meaningful teaching and learning; 6. School-based-culture force was the fully emerging manifestation of principal’s shaping meaningful teaching and learning. Finally, this study provided suggestions for the reference of principals for shaping meaningful teaching and learning and for future research.