「教育部校長領導卓越獎」高級職業學校得獎校長領導職能模式之建構

Developing a Leadership Competency Model through Outstanding Leadership Award of Vocational School Principals by the Job Competence Assessment Method

本研究係以2004～2009年榮獲教育部「校長領導卓越獎」高級職業學校校長為研究對象，根據McClelland、Spencer與Spencer之工作職能評鑑法中的行為事例訪談法，進行資料蒐集、訪談與分析，來探討領導卓越校長的職能集群、因素與行為指標，進而建構「高級職業學校校長領導卓越職能模式」。研究結果發現，高級職業學校領導卓越校長的職能集群包含「策略性運作職能」、「計劃與執行管理職能」、「溝通職能」、「團隊運作職能」、「創新整合與行銷」、「自我管理職能」、「全球性認知職能」等七大職能集群，其涵蓋的職能要素有「瞭解組織」、「產生策略性運作」、「瞭解行業」、「資訊管理與問題解決」、「規劃與組織方案」、「非正式溝通」、「協商」、「正式溝通」、「營造支持性環境」、「運作專業團隊」、「經營團隊動能」、「組織行銷」、「跨領域整合經營」、「校務創新」、「自主性與適應力」、「均衡工作與生活需求」、「真誠與道德行為」、「自我認知與發展」、「文化的認知與瞭解」等19項，其內含的行為指標共有42項。根據上述研究結果，本研究提出結論與建議，冀望本研究結果能做為高職校長在學校領導方式上的參考。

The purpose of this study is to establish a leadership competency model through the winners of the Outstanding Leadership Award for vocational high school principals from 2004 to 2009. The behavioral event interview developed by McClelland and furthered by Spencer and Spencer—one of the job competence assessment methods that assesses an individual’s competence—was adopted for data collection and analysis to explore the competency clusters， competency factors， and behavioral indicators among the winners of the Outstanding Leadership Award for vocational high school principals. Furthermore， the competency model of the winners of Outstanding Leadership Award for vocational high school principals was constructed. The results indicated that the competency clusters of the winners of Outstanding Leadership Award for vocational high school principals included “strategic action，” “planning and administration，” “communication，” “teamwork，” “innovative integration and marketing，” “self-management，” and “global awareness.” These competency clusters included 19 competency factors and 42 indicators. Based on the results of the study， some conclusions were drawn and some suggestions were made for improving vocational high school principals’ leadership skills.