教師於營造學校合作文化中的領導角色

Teachers' Roles in Shaping Collaboration Culture of School Organizations-From the Perspective of Teacher Leadership

10.6388/JES.201006.0143

高又淑(Yu-Shu Raissa Kao)

教師領導 ； 組織改革 ； 學校合作文化 ； organizational change ； school collaboration culture ； teacher leadershi

教育科學期刊

9卷1期（2010 / 06 / 01）

143 - 161

繁體中文

本文主以教師領導之相關理論探討教師在營造學校合作文化中的領導角色，內文分成三部分，第一部份爲教師領導之發軔與理論，將簡述教師領導的發展歷史與相關領導理論；第二部份爲教師領導與學校組織合作文化，包括介紹學校合作的型態，以及結合教師領導之相關理論，進一步分析討論教師領導中合作文化的意義、價值或技術層面；最後一部份則探討教師領導者在領導學校合作文化重塑或建立的過程中所應扮演的角色，歸納出教師領導學校結構改變以促進學校合作文化之建立、領導學校成員建立共識、領導行政和教學之間的對話、及領導學校走進社區等，最後並討論教師領導學校合作文化建立之可能限制。

For the last decade, our government has initiated a series of site-based educational reform movements, which has brought about dramatic changes in school administration and curriculum. In response to reform efforts, teachers ought to adjust themselves to the change process in which the role of teachers has shifted from a passive follower to an active leader of change at both instructional and management levels. Teacher leaders are able to improve teaching and learning practices by being involved in different levels of development in schools. The purpose of this article is to explore teachers' roles in shaping collaboration culture of school organizations from the perspective of teacher leadership. Mainly included are three sections, first, the history, theory, and practices of teacher leadership, which describes the developmental stages of teacher leadership, a variety of leadership theories related to teacher leadership, definitions of teacher leadership, and what teacher leaders actually do. The second section explores theory and empirical research on collaboration culture of school organizations that manifests types of school collaboration culture and the effects of collaboration culture on school effectiveness. Finally, concluding from the first two sections, what teacher leaders should do in re- or constructing school collaboration culture are transforming school structures, building consensus, facilitating the dialogues between administrators and teachers, and establishing connections to school communities. The applications of teacher leadership to schools in Taiwan are discussed in regards to the roles teachers play in the change process and the problems that might emerge due to the specific context in Taiwan's educational system.

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