A Study on Elementary Education Reforms Impact to the Practice of Principal's Leadership
本研究旨在探討教育變革措施對國民小學校長領導權運作之影響。本研究採用問卷調查及個別訪談法，研究對象為臺中縣、臺中市、彰化縣、南投縣國民小學校長551 人，並選取5 位1999 年7 月31 日前任職迄今之國小校長為訪談對象。經過資料分析，本研究獲得之結論：一、學校教師會運作在「協議超額教師處理機制」、「協議教師授課節數」方面對校長領導權運作最具影響力。二、家長參與學校教育在「家長要求選擇子弟任課教師或就讀班級」、「家長連署施壓校方，更換不適任教師」方面對校長領導權運作最具影響力。三、新制校務會議在「校務會議採共識決，校長無權否決，並要負執行成敗之責」、「與會成員優先考量個人權益，串聯抵制部分行政工作之推展」、「意見領袖事前運作，影響議題討論之客觀性」、「議決校務重大事項之『重大』界定，無法做實質上之認定，使校務會議權限與校長領導權責產生衝突」四方面對校長領導權運作最具影響力。
The goal of this research was to explore: how did the educational reforms affect the practice of school principal leadership in central Taiwan? The research method applied in this paper involved both questionnaire survey and individual interview. The subjects were 551 Public elementary principles in Taichung City, Changhua county, and Nantou county. 5 of them (whom were in their position before July 31st, 1999) were chosen as interviewees. The conclusions based on the research were below: 1. Teacher's association does affect school principals authority Top 2 item during education reformation phase were: Agreements on above-quota teachers (52.1%); agreements on reducing teacher's classes (51.1%). 2. The participation of parents to school affairs does affect principal's authority Top 2 item during education reformation phase were: Parents' demand to specific class/teacher for their children (76.4%); parents' petitions on changing unfit teachers (56.1%). 3. New form of school conference does affect principle's authority Top 4 item during education reformation phase were: Positive consensus is the main method applied in conference, school principal has no right to deny; school principle is responsible for the execution of the policy (70.4%); benefits of the members involved are primary consideration, it could boycott administrative policies (55.6%); Pre-discussion hold between opinion leaders affects the objectivity of conference discussion (50.6%); no objective standard for defining "important" issue, it brings up confliction between principal's authority and school conference's limits of authority (50.6%).
|關鍵詞||教育變革措施、校長領導權、家長參與學校教育事務、新制校務會議、education reforms、school principal'sleadership、parents' participation to education affairsp、new form of school conferencep|