“权力缺乏”困境中的教研组长领导力研究

A Study of Teaching Research Group Heads’ Leadership in A Power Deficient Situation

作为教研组中拥有教学专长但缺少行政权力的优秀教师,教研组长需要履行“行政+专业”的双重职责。如何在仅有“专家权力”的境况下,引领成员参与到落实行政要求与开展共同学习的活动中,是教研组长需要应对的问题。研究表明,教研组长会透过借用学校管理层的权力、与上级及成员建立“保”“报”关系,以及发挥成员专长推动相互引领等不同方式,来保障教研工作的完成。相异的影响力获得方式,使得教研活动在“上传下达”与“共同学习”的连续体上呈现出分疏。着眼于教研组长的领导力建设,建立“专长+社会交往能力”的任用框架,以及纵横层面的双向散权,加之实际的“以专业带行政”的组长领导思路,是有助于教研组之双重职责实现的可能进路。

As expert teachers in the teaching research group, TRG heads have no administrative authority, while they must fulfil the dual role of “administrative and professional” responsibilities. They are under a circumstance of power deficiency. Empirical research found that TRG heads used strategies such as power borrowing, reciprocal relationship building and teacher leadership practice to lead members in implementing administrative and professional requirements. Those different approaches of gaining influence result in teaching and research activities differs on a continuum of “transmission” and “collective learning”. In improving TRG head's leadership, an appointment framework of “expertise and social skills” and a decentralization of power together with the professional-oriented leadership could be adopted.