Investigating Two Senior-high Principals Leadership for Learning: The Professional Learning Communities as Change Agents

• Main Authors: Chen, Yi-Hsuan, 陳奕諠
• Other Authors: Chen, Pei-Ying
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/tvnqff

碩士 === 國立臺灣師範大學 === 教育政策與行政研究所 === 103 === In the era of education reform, it is imperative for principals to bravely face challenges and sail through school transformation. Recently, professional learning for teachers has been getting more attention. One of the effective ways to enhance teachers’ professionalism is to develop professional learning communities（PLCs）. Principal leadership has also seen as a key strategy to enhance teachers’ professionalism by developing PLCs in order to redirect educational framework toward student-oriented pedagogy. Two schools（Blue Sky School and Green Ocean School）were chosen as research sites to explore the differences and effects of principal leadership on the development of PLCs. The study focused on principal leadership, strategies, practices, and challenges. The data was collected by observations, document analysis and interviews with principals and 25 teachers（12 in Blue Sky Schools and 13 in Ocean Green Schools respectively）from two school cases. The research findings were that both schools’ did their reformations in student learning oriented way. Leaderships, strategies, and practices were crucial to school changes and inter-related to each other. Moreover, leaders, who can be either teachers or principals to engender creativity and innovation in curriculum reformations through funding projects. However, leaders also have to face challenges, such as the limitations of education system and extra workload and pressure of members in the communities. As a result, leaders would have to take the external and internal environment into accounts to build up the best leadership for learning model in varied contexts. In this study, there were two different leadership for learning models in these two schools: principle centered model and teachers-organized model, respectively. Based on the discussions and conclusions, we addressed suggestions on role models of leadership for learning and PLCs development to educational administration, and high schools and future researchers.