The Strategies of Principals’ Constructing School's Collective Wisdom at Elementary School

• Main Authors: Liang, Chin-Tu, 梁金都
• Other Authors: Lin, Ming-Dih
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/29640906559275228043

博士 === 國立中正大學 === 教育學研究所 === 99 === The principal of a successful school is not the instructional leader but the coordinator of teachers as instructional leaders (Glickman, 1991:7). Hence, a principal must perceive individual teacher’s different cognition and perspective to construct a school as a professional learning community in order to develop collective wisdom for school, to solve possible problems faced, and to possibly upgrade students’ learning qualities through providing teachers more learning opportunities and persistent, knowledge-sharing process. From this point of view, design research was mainly used in this study. In the stage of preparation, 4 facets, 20 strategies, and 62 methods were selected to form the initial scheme of principals’ constructing collective wisdom strategies at elementary school in the process of literature review for school’s collective wisdom, relevant theoretical foundation, and possible influential factors. Subsequently, above-mentioned scheme was revised to the one including 4 facets, 17 strategies, and 60 methods for concrete action by means of focus group interviews with 7 principals; opinions of ten experts toward the scheme were understood to assess the appropriateness of theory and practice involved to shape 4 facets, 17 strategies, and 59 methods in consensus to further accomplish the 1st purpose of this study: the design prototype of analyzing principals’ constructing collective wisdom strategies at elementary schools. In the phase of execution, the design prototype was stepped in the Sunset elementary school for practice, and the principal was incessantly discussed and communicated to consider the ideal of the design prototype and the pragmatic situation of that school. Data of every individual strategy for practice were collected to generalize 17 pragmatic strategies of the principal’s constructing collective wisdom at the elementary school through observation and interview. In the phase of evaluation, according to the follow-up evaluation and analysis, the 2nd purpose of this study was attained: the proposal of the principal’s feasible strategies of constructing school’s collective wisdom to fulfill the educational objective for school. Imperative conclusions and suggestions were stated as follows: 1. Principals’ constructing collective wisdom strategies were processed through literature review, focus group interview, and Delphi, whose contents were inclusive of 4 facets: using individual intelligences well, intensifying individual members’ intelligences, promoting members’ intelligent communication, and shaping the values mutually identified in the elementary schools, and 17 strategies plus 59 methods. 2. A principal possessed respect, concern, and trust, positively developed the campus atmosphere of colleagues’ professional sharing, took wise action, and insisted student-centered operating thinking in the campus, which were strategies of school’s collective wisdom. Synchronically, on the basis of schedule for the school and educational policy, in the consideration of the current situation, 17 strategies of analyzing and integrating human resources, etc, are maneuvered, to develop stable, flexible, and upward strategic model of collective wisdom at school, under such circumstances of 4 facets: using individual intelligences well, intensifying individual members’ intelligences, promoting members’ intelligent communication, and shaping values mutually identified. In addition, based on the conclusions stated above, several suggestions were proposed to principals’ leading behaviors, educational administrative organization, and future study development.