臺北市教學輔導教師正向教師領導實施之研究

A Study on the Implementation of Positive Teacher Leadership among Mentor Teachers on Taipei City

本研究旨在探究探討臺北市教學輔導教師正向教師領導之實施。研究採質性研究法，以立意取樣方式，選定9位臺北市教學輔導教師進行一對一個別談訪，藉以深入瞭解正向教師領導的特質，行為、影響因素、以及收穫。而本研究之研究結果如下：（1）臺北市教學輔導教師具備多種正向特質，包括韌性、耐心、熱情、關心、以及正向的心態；（2）臺北市教學輔導教師具備之正向教師領導行為包含三大面向：營造支持氛圍、建立支持互信關係、以及保持真誠的溝通；（3）影響教學輔導教師正向教師領導之因素，除學校環境的外在因素、教師間的內在因素，正向的意義與價值也是支持著正向教師領導的重要因素；（4）臺北市教學輔導教師正向教師領導有助於提升學校組織的整體發展，如教學品質的增進、專業發展的推動及學校組織文化的改進等。最後，本研究根據研究結果，提出未來推動教學輔導教師正向教師領導之實務及研究之建議。

This study aims to explore the implementation of positive teacher leadership among mentor teachers in Taipei City. Adopting a qualitative research approach, the study utilized purposive sampling to select nine mentor teachers for one-on-one in-dept interviews to gain insight into the traits, behaviors, influencing factors, and outcomes of positive teacher leadership. The findings of the study are as follows: (1) Mentor teachers in Taipei City exhibit multiple positive traits, including resilience, patience, enthusiasm, care and a positive mindset; (2) Positive teacher leadership behaviors demonstrated by the mentor teachers encompasse three key dimensions: fostering a supportive atmosphere, building trusting and supportive relationships, and maintaining authentic communication; (3) Factors influencing positive teacher leadership include external elements such as the contextual factors in schools, internal elements such as teacher collaboration, and positive meaning and values perceived by the mentor teachers; (4) Positive teacher leadership contributes to the overall development of school organizations, including enhancing teaching quality, promoting professional growth, and improving school culture. Finally, based on the findings, this study provides practical and research-based recommendations for the implementation of positive teacher leadership among mentor teachers in the future.