學校領導的「冪次法則」：理論的詮釋與實務的因應   免費試閱

The “Power Law” of School Leadership: Theoretical Interpretation and Practical Copping

本研究的目的在於探討冪次法則在學校領導中的理論詮釋和實務因應。本研究以既有的複雜理論與自我組織研究為利基，企圖更進一步直指「複雜」核心，首開先例援引冪次法則至學校領導的應用解釋。首先，本研究針對複雜理論、自我組織與冪次法則的層層疊套關係予以論證說理。其中，冪次法則居於整體論述核心，不僅在複雜系統內提供諸多自我組織臨界的證據，亦以其特殊L形分布連結長尾理論與馬太效應。冪次法則因為事件規模與發生次數或頻率成指數反比的統計規律，所以與長尾理論頭尾呼應；冪次法則因為具有報酬遞增的自我強化效果，故與馬太效應意涵相近。其次，本研究再將冪次法則相關概念導入學校領導情境，以理論為憑，分項說明學校領導者應有的認知與作為。經由概念分析和歸納整理，本研究提出學校領導者對於冪次法則的五大因應，依序為注重風險管理、實施多元化管理、採取策略聯盟、實踐社會正義領導及發展社會資本。

The purpose of this paper was to investigate theoretical interpretation and practical copping of Power Law in school leadership. First of all, this paper provided a logical verification for the tiered relationship between complexity theory, self-organization criticality, and Power Law. In essence, Power Law not only offers enormous evidence of self-organization criticality within the complexity system, but also connects with both Long Tail Theory and Matthew Effect for its L shaped distribution curve. Power Law echoes back and forth with long tail theory because of the statistical rule of the inverse exponent relation between the event size and its frequency; and is consistent with matthew effect given its increasing returns in the outcome of self-reinforcement. Secondly, based on the theoretical foundation, this paper introduced the relevant concepts of Power Law into the context of school leadership, discussing the necessary cognitions and actions for school leaders. Accordingly, this paper proposed five coping actions for school leadership of Power Law, including “emphasizing crisis management,” “enacting diversity management,” “adopting strategic alliance,” “realizing social justice leadership,” and “developing social capital.”