國民中學校長績效責任領導困境與策略之研究：質性分析取徑   免費試閱

Difficulties Facing the Accountability Leadership of Junior High School Principals and the Strategies They Employ: A Qualitative Approach

本研究目的為探究國民中學校長實踐績效責任領導的困境與實踐情形。採質性研究方法，以紮根理論進行編碼分析。第一階段焦點團體座談，主要在瞭解績效責任領導的困境及策略；第二階段個案學校訪談是延續焦點團體座談結果，並以立意抽樣選取具實務績效之個案學校，探求實務作為。研究結論發現：一、校長績效責任領導困境包含：衝突情境與權責失衡、信念落差與不信任感、成員觀望與保守文化及外界社區期望與阻力，此四項來自於個體與團體、制度與文化兩方面阻力之交互作用；二、校長績效責任領導之策略包含：發展願景與賦權增能、聚焦教育意義與承諾、形成承擔責任規範、推動親師共責並建立值得信任的品牌，此四項可建構個體與團體、制度與文化兩方面的交互支持系統；三、在校長實踐績效責任領導的個體歷程中，領導者信念及賦權增能等領導作為有其重要性；四、透過溝通歷程建立教師負起績效責任之共責的規範文化，是校長推動績效責任領導團體歷程中的關鍵作為。

This study investigated the difficulties junior high school principals face regarding accountability leadership and examined strategies for resolving problems. A qualitative research method was employed, and a grounded theory approach was used for coding and analysis. The first investigation stage consisted of a focus group discussion chiefly intended to gain an understanding of the difficulties encountered and strategies used in accountability leadership. The case interviews employed in the second stage built upon the results of the focus group discussion, and purposive sampling was used to identify the practical behavior of the interviewees. The results of this study are as follows: First, the difficulties encountered in accountability leadership—owing to resistance from “individual and group” and “structure and culture”—include: (1) conflict situations and an inbalance between power and responsibility; (2) school members’ belief gaps and distrust; (3) the conservative culture in the teaching community; and (4) community expectations and resistance. Second, the strategies used in accountability leadership—which involve the construction of mutual support systems for “individual and group” as well as “institution and culture”—include the shaping of vision and empowerment, emphasizing educational meaning and commitment, cultivating norms for assuming responsibility, improving parent-teacher coaccountability, and promoting a trustworthy brand. Third, it is crucial that a principal’s belief and empowerment be emphasized during the exertion of accountability leadership. Fourth, establishing a normative culture of teacher coaccountability through communication is critical if principals are to enforce accountability leadership among group members.