校長在學習領導踐行中的資本運用與建構：以推動學習共同體為例 School Principals’ Use and Generation of Capital in Leadership for Learning: A Case Study on the Learning Community

• Published in: Jiao yu ke xue yan jiu qi kan 2022-03, Vol.67 (1), p.159-191
• Main Authors: 潘慧玲 Hui-Ling Wendy Pan, 洪瑞璇 Jui-Hsuan Hung
• Format: Article
• Language: English
• Subjects: leadership for learning; learning community; principal leadership; professional capital; 學習共同體; 學習領導; 專業資本; 校長領導
• ISSN: 2073-753X

學習領導是因應二十一世紀所需的領導典範，也是十二年國教脈絡下學校進行變革與發展的重要利器，而學習共同體可作為學習領導的具體操作形式。為瞭解教育現場中校長如何在學習領導踐行中運用與建構不同形式的資本帶動學校變革，本研究以學習共同體作為學習領導探討之例，選擇國中、國小各一所作為研究場域，以半結構式訪談蒐集所需資料。研究結果發現，為實踐學習共同體，學校領導者善用自身的人力、文化與社會資本於學習領導，進而為學校建構相互交織的專業資本，在專業資本不斷蓄積厚實之後，便轉換生成領導者與學校的象徵資本。這段學習領導打造學校專業資本、引領變革的歷程，受到學校場域獨特性影響，讓學校的遊戲規則逐步改寫，呈現了校本的個殊路徑。 Background Western countries have promoted the school restructuring movement since the mid-1980s. The movement advocates for systemic reform to change the structure and culture of schools and redefine the roles and responsibilities of those involved in schools (Cuban, 1988). Amid this global context, Taiwan began the process of educational decentralization in the mid-1990s. Subsequently, the Ministry of Education implemented a series of student-centered reforms, one of which being the 12-year basic education curriculum, implemented in 2019. This new competencies-based curriculum requires a new paradigm of teaching and learning. However, departing from traditional teaching approaches is challenging for teachers. Thus, guiding teachers and students through the new learning process is crucial for school leaders. Leadership for learning requires relational and learning-focused communities (Marsh et al., 2014). Pan (2014, 2017a, 2017b) proposed that the learning community is an operational form of leadership for transforming schools. Leadership warrants investigation because it is essential when implementing new curricula. Unlike the approach in studies on leadership practices, we analyzed leadership as a method of capital construction. “Capital” is variously defined. Bourdieu (1986) described three types of capital: cultural, social, and economic. Fullan and Hargreaves (2016) applied the concept of capital to the context of education and proposed that generating professional capital, including human, social, and decisional capital, would positively and considerably change schools. Caldwell and colleagues indicated that schools with financial, intellectual, social and spiritual capital can successfully restructure (Caldwell & Harris, 2008; Harris et al., 2009) indicated that schools with financial, intellectual, social, and spiritual capital can successfully restructure. They framed “leadership as capital formation;” this notion prompted our examination of principals’ creation of school capital through leadership for learning. To explore how principals use and create professional capital and practice leadership for learning, we investigated one elementary schoo