| Summary: | 博士 === 國立臺北教育大學 === 教育經營與管理學系 === 101 === In order to cope with the needs and challenges within a globalized, informational and knowledge-based modern society, the educational reform in developed countries had been gradually focusing on how the developmental system could be effectively managed by the school in recent years. Therefore, constructing a model of operation for the establishment of a professional community had already become a major innovative strategy for schools.
Considering the uniqueness of school context and size of professional community, this study selected a remote, small scale elementary school as the research setting where the researcher was just the school principal. The approach of this study was essentially an inquiry-directed action research proceeded over five years. Multiple methods, including observation, questionnaire, interviewing and documentation, were used for data-collection to investigate strategies of operating a community, to examine the developmental context within the school, as well as to construct a model of management for a professional community.
The analysis of process of school management for this study included four parts: the philosophy and strategies of school management, the developmental context of school management, the effectiveness of school management, and the model of school management. Results of data analysis were as follows:
The philosophy of the establishment of a school-based professional community had been changed from “operating a school beloved by students” to “operating a school with a high-quality professional culture.”
Strategies of school management for the professional community focused on the professional development, the partnership, and the leadership. Firstly, the professional development adopted the quality of students’ learning as the core, involving strategies of meeting the basic resource needs, constructing the external and internal learning systems, and providing a stage showcasing teachers’ professionalism. Secondly, the partnership was developed around the heart of the teachers’ collaboration and mutual trust, involving strategies of building a precursory community, modelling for members to be active and innovative, creating multi-tiered leadership and developing partnership consensus and regulations. Thirdly, the leadership, with the school’s developmental goals as its heart, involved strategies of building a precursory community, modelling for members to be active and innovative, creating multi-tiered leadership, and developing the commitment of the leadership to their professionalism.
The development of school professional community could be divided into three stages: “question-oriented stage”, “value-integrated stage”, and “structure-stablized stage”. Each stage had its own characteristics in terms of aspects of the professional development, the partnership, and the leadership.
The model of school management toward a professional community was composed with two parts: the elements and the action system. The elements of the model were cultivating the professionalism and the process of management. The former included main values, professional development, the partnership, and the leadership. The latter included strategies of management, professional productions, and social capitals. As to the action system, it involved a cyclic model of three steps: the evaluation, the practice, and the self-reflection.
Based on results of analysis mentioned above, this study proposed some suggestions respectively for school leaders and further researchers.
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