跨越教室的力量：教師學習領導之領導實踐分析

THE POWER BEYOND CLASSROOMS: LEADERSHIP PRACTICE OF TEACHER LEADERSHIP FOR LEARNING

10.6151/CERQ.2016.2403.03

陳文彥(Wen-Yan Chen)

學習領導 ； 以學習為中心的領導 ； 教師領導 ； 教師學習領導 ； 領導實踐 ； leadership for learning ； learning-centered leadership ； teacher leadership ； teacher leadership for learning ； leadership practice

當代教育研究季刊

24卷3期（2016 / 09 / 30）

65 - 98

繁體中文

研究目的本研究旨在探索三所學校中教師學習領導之實踐經驗，以瞭解教師如何發揮跨越教室的力量，促進學生學習。研究目的為瞭解個案學校中誰是進行學習領導的主要教師領導者，以及分析這些教師進行學習領導時，所立基的領導信念與展現之領導行為。研究設計／方法／取徑本研究採質性取向的多重個案研究，依聲譽規準選擇對促進學生學習已獲肯定的教師領導者與教師社群為研究對象。資料蒐集方法以質性訪談為主，另輔以文件分析，三校總計訪談25人。研究發現或結論本研究之結論有四：（一）個案學校進行學習領導的教師，身分別具多元性，扮演顯著角色者有三類；（二）個案學校教師進行學習領導的領導觀，是希冀擴散對教與學的理念，且能堅持對學生有利的事；在學習觀部分，則能肯認教師是學生學習的重要引導者，自身亦是主動的學習者，並採取學習者中心的教學觀；（三）個案學校教師學習領導之領導行為，主要展現於催化學習願景建立、帶動教師專業學習、促進學習方案開展，以及營造支持性文化與結構等四面向，其下又各有細部作法；（四）由學習領導視角分析教師領導實踐，應關注教師之領導觀與學習觀，以理解教師領導看似相近的行為背後，所蘊含之細膩意涵。研究原創性／價值國內尚無教師如何踐行學習領導之質性研究，且本研究結合信念面與行為面進行分析，據以連結領導觀、學習觀與領導實踐，是以往教師領導甚少論及之面向。研究結果除有助擴展學習領導與教師領導之研究視角，亦可作為教師學習領導實務推動之重要參考。

Purpose The study aimed to explore the practice of teacher leadership for learning in three schools and to understand how teachers exercised influence beyond classrooms to facilitate student learning. The purposes were to indicate the teachers who played major roles in leading learning and to analyze the beliefs and behaviors of their leadership practice. Design/methodology/approach The study used qualitative multiple case study as the approach. With reputational criteria, teacher leaders and award-winning professional learning communities in three schools were selected. Twenty-five interviews and important documents were conducted and collected for analysis. Findings 1. Teachers who play important roles in leading learning can be categorized into three types. 2. The conceptions of leadership held by learning-centered teacher leaders are to diffuse their ideas of teaching and learning and to insist on students' benefits. As to the conceptions of learning, these teacher leaders appreciate learner-centered perspectives, recognize their vital roles in facilitating learning, and are active learners themselves. 3. Learning-centered leadership behaviors displayed by case school teacher leaders focus on facilitating the building of learning vision, promoting teachers' professional learning, broadening and deepening the development of learning programs, and nurturing supportive culture and structure for learning. 4. The analysis of teacher leadership for learning should connect leadership behaviors with teachers' beliefs of leadership and learning to comprehend different meanings of similar teacher leadership behaviors. Originality/value There are no qualitative studies on teachers' leadership practice of leadership for learning in Taiwan. Furthermore, the study connects teacher leaders' conceptions of leadership and learning with leadership behaviors, which was scarcely done in the past. The analysis and findings not only broaden the knowledge of teacher leadership and leadership for learning studies but also propose important suggestions for facilitating teacher leadership for learning.

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