中小學校長師徒制實施現況之研究

A Study on the Implementation of Mentorship in the Elementary and Secondary School

本研究旨在探討中小學校長師徒制實施現況。研究方法以焦點座談法及問卷調查法進行，以研究者自編「焦點訪談大綱」及「中小學校長師徒制實施現況問卷」作為調查研究工具。焦點訪談對象是由各縣市校長協會理事長推薦之高中及國中小資深校長或擔任過師傅校長之資深校長，初任校長則為第一年上任之國小、國中及高中初任校長。本研究目前為止，共與八個縣市（高雄市、台中市、新市、基隆市、新竹縣、南投縣、屏東縣與宜蘭縣）47位校長進行過焦點座談;問卷實施對象則為全國國中小及高中校長，問卷採用網路問卷，回收問卷共1452位。座談後即將錄音檔轉謄為逐字稿，並依據日期、訪談對象編碼處理;問卷則根據填答結果，以獨立樣本t考驗、單因子變異數分析、Scheffé法多重比較等方法進行資料處理。依據資料分析結果，獲致研究結論如下:一、實施校長師徒制現況在樹立楷模學習與強化心理支持方面認同程度較高，在傳承辦學經驗與預防危機管理方面則較低。二、男性校長比女性校長在預防危機管理、傳承辦學經驗與整體校長師徒制實施現況認同上有顯著差異。三、不同年齡與服務年資的校長在樹立楷模學習、強化心理支持、傳承辦學經驗與整體校長師徒制有顯著差異。四、不同服務學校階段別校長對樹立楷模學習、強化心理支持、傳承辦學經驗與預防危機管理認同上有顯著差異。五、師傅校長需具備有2任以上的經驗，或是待過至少2至3所以上的學校；或是由主管教育機關指派有經驗的退休校長或是課程督學來學校指導初任校長；或是在校務評鑑中表現優良的學校校長。六、師傅校長配對的人數方式可分為一對一方式、一對二方式、一對多方式；官方或非官方指定方式，從專家資料庫找出適當人員來配對；非正式管道尋找適合自己的師傅校長，例如讀書會的夥伴或前輩；同性別或跨性別配對方式。七、師徒間互動模式可分為正式場合及非正式場合。八、師傅校長輔導最適合的次數是每學期2次，一年共4次；最適合的師傅校長人數是二位依據發現與結論，提出具體建議供高中、國中小學校暨教育行政機關參考。

The principalship has changed significantly over the past 20 years. Many principal candidates and current principals are often inadequately prepared to meet the new demands of 21st century schools. Principals are expected to be responsible for each student’s achievement. New principals, in particular, have felt unprepared for such a daunting task. Today’s principals must be effective instructional leaders, managers of large facilities, and experts at analyzing data to successfully meet the ac- countability demands of high-stakes testing, along with Local Education Authority (LEA), and teachers and parents. The primary purpose of this paper is to examine how first and second year school principals received the mentoring training program. A sample of 47 experienced mentor and protégé were invited to the focus group and 1452 principals to complete an electronic survey via an online questionnaire.The findings reveal that mentees found mentoring/induction experiences with mentors highly valuable and this analysis suggested that: 1. A mentoring program can provide great benefits to organizations, to men- tors, and to protégés. 2. The mentor and mentee need to form a trusting relationship. 3. Establish incentive system for the mentors. 4.Enhance the implementation of the mentorship counseling mode and the program goals, schedules, training, and evaluation. 5. Establish a “Mentor Pro- gram Resource Bank” for recruiting and developing mentors. 6. Prepare annual budget for mentorship. 7. Recommend mentors to serve as the representative of the Principal Selection Committee, superintendent or school evaluation committee. 8. Establish the online resources for the principals.9. Regularly hold forums for sharing the results of the implementation of the principal mentorship across counties and cities or across education systems.This study’s value and originality presents the views of aspiring principals who valued the opportunity to the principal mentoring program that help them. Principal development requires a systematic and deliberate process of development, this study has provided insights into how aspiring principals learn through mentoring programs.