師傅校長回流教育中運用VUCA模式解析校園實務問題之成果研究

A Study on Introducing the VUCA Model for Analyzing and Solving Practical School Issues in Mentor Principals’Recurrent Education Programs

本研究旨在探討教師跨領域課程協作領導的挑戰與實踐策略。隨著跨領域課程已經成為國際潮流以及國內教育政策主軸的背景下，教師跨領域課程協作領導應該是學校現場值得高度關注的議題。循此採取半結構訪談法，蒐集不同國中跨領域教師專業學習社群的領導人以及參與教師的多元觀點。再綜合分析訪談的結果，發現教師跨領域課程協作領導的信念包括省思學習概念的整合性、促進跨域教師專業共學等，其所遭遇的挑戰包含時間備課的壓力負荷、傳統學校文化的框架、疫情快速影響與衝擊等層面；另外，實踐的策略涵蓋培養協作的心理韌性、建立信任的協作文化、推動敏捷的協作方式等層面。最後，依據結果提出研究結論與具體建議。

This study aims to explore the development of a curriculum called the‘VUCA model’in the context of principal professional development in primary and secondary schools. The curriculum is designed around the current societal VUCA phenomena (volatility, uncertainty, complexity, and ambiguity) to assist mentor principals in analyzing practical campus issues and enhancing their required professional competencies. This study participants consist of 103 mentor principals who attended the recurrent education organized by the“Secondary and Elementary School Principals Association (ROC)”(SESPA) in the 113 academic year. The recurrent education curriculum guides participants to analyze campus engineering, curriculum, laws and regulations, as well as counseling aspects using the VUCA 1.0 framework. Subsequently, the study introduces VUCA 2.0 strategies to address specific issues in these four dimensions. The findings indicate that utilizing the VUCA model in recurrent education helps mentor principals clarify campus management challenges and develop concrete strategies for mentoring novice principals. Furthermore, applying the VUCA model in school settings enhances the professional thinking of mentor principals who serve as mentors and companions for both novice and current principals. Finally, conclusions provide valuable insights for strengthening the effectiveness of mentor principal recurrent education and fulfilling their role as mentors for principals.