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題 名 | 國民中小學校長變革領導模式之建構=The Construction of Elementary and Junior High School Principals' Change Leadership Model |
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作 者 | 張素偵; | 書刊名 | 初等教育學刊 |
卷 期 | 27 2007.08[民96.08] |
頁 次 | 頁25-70 |
分類號 | 526.42 |
關鍵詞 | 校長變革領導; 校長變革領導模式; 變革領導; Change leadership; Principal's change leadership; Principal's change leadership model; |
語 文 | 中文(Chinese) |
中文摘要 | 「國民中小學校長變革領導之研究」旨在透過對當前國民中小學校長變革領導情境、變革領導者與變革領導行為內涵、變革領導評鑑與回饋等文獻分析,結合校長變革領導之成功實務經驗,以建構符合國情之國民中小學校長變革領導模式,最後提出結論與建議,俾供教育行政單位、國民中小學及其校長進行變革領導決策與執行之參考。 為達成研究目的,本研究在資料蒐集上採用訪談法、觀察法及焦點團體法,在資料的分析上採用內容分析法,訪談對象為臺北縣市十三位變革領導成功校長,觀察對象為十所變革成功學校,隨機訪談對象為四位教職員工、十二位學生、四位家長、十三位社區人士,焦點團體對象為五位對國民中小學校長變革領導主題學有專精之學者,經前導式研究、試訪、正式訪談、專家諮詢座談等步驟,三次修正模式,最後形成「國民中小學校長變革領導模式」,簡稱「愛得福模式」(ARDOF model),並獲致以下研究結論: 一、「國民中小學校長變革領導模式」包括變革覺察 (awareness) 、變革準備 (readiness) 、變革領導作為 (doings) 、變革結果 (outcome) 、回饋 (feedback) 等五個階段。 二、「國民中小學校長變革領導模式」具有系統、演化與持續改進等特性。 三、「國民中小學校長變革領導模式」是歷程、策略、系統、人員、循環等模式之綜合體。 四、受訪校長對教改政策、家長負面意見及學校弱點,其有深度的覺察。 五、受訪校長在變革之前,都會進行變革診斷客觀分析、妥善部署變革動力、確定變革方向、概念化自己的領導角色。 六、受訪校長的變革領導行為著重於變革策略的擬定、變革計畫的執行與檢討分析,惟對具體作法規畫與評鑑標準設定較少著墨。 七、校長變革領導之後,包括預期結果、正面非預期結果與負面非預期結果三種。 八、多數校長重視變革回饋中的修正,但較少提及制度化與持續變革。 依據研究結論本研究提出具體建議,以供校長、教育行政機關及未來研究之參考。 |
英文摘要 | The purpose of this study is to construct a model of the principal's change leadership in elementary and junior high school. The study was conducted by interview, observation, focus group, and content analysis. Thirteen successful change-leading principals selected from Taipei City and Taipei County were interviewed, including two principals for pilot study, one for pilot interview, and ten for the interview. The subjects of observation were ten interviewed principals' schools. Four staff, twelve students, four parents, and thirteen community residents were randomly interviewed. Five experts in issues of elementary and junior high school principal's change leadership were invited to offer opinions about the model. The research data were collected by means of interview, observation, and focus group. Content analysis was used to explore the offered information of the ten interviewed principals. The ARDOF model was constructed after pilot study, pilot interview, interview, and panel discussion. Based on research findings, its conclusions are as follows: 1. The ARDOF model includes awareness, readiness, doings, outcome, and feedback stages. 2. System, evolution, and improvement are three characteristics of the model. 3. The ARDOF model is the synthesis of process model, strategic model, systems model, personal model, and cycle model. 4. The interviewed principals perceived educational reform politics, parents' negative opinions, and school weaknesses much more deeply. 5. Before the implementation of change the interviewed principals have objectively analyzed change, well initiated the change motives of staff, confirmed change direction, and conceptualized their leadership roles. 6. The draft of change strategies, the implementation of change plans, and the analysis of review were the major parts of the interviewed principals' conduct of change leadership. But the details of implementation and the setting of evaluation standards were less emphasized. 7. The practice of principals' change leadership included intended, positive unintended, and negative unintended outcomes. 8. Most principals valued the revision of change feedback, but they mentioned less the institutionalization and sustaining of the changes. Based on the research results, the author provides feasible recommendations for references to school principals, educational agencies, and for further investigations on related topics. |
本系統中英文摘要資訊取自各篇刊載內容。