一位初任小學校長第一個月的心路歷程分析

An Analyzed Mind Study of a Newly Appointed Principal's First Month at School

本文以校長領導為核心主題，主張校長應具有政策執行、教學服務、行為領導、社會運作、溝通協調…等功能。進而討論學校組織具有科層體制、鬆散結合、雙重系統及非正式組織等特性。領導有獨裁式、民主式、放任式領導…等模式。領心的理論有特質論、行為論、權變、轉型領導、催化領導、學習型領導…等。\r作者以一位初任校長自接獲聘書至開學，其中一個月的日記為分析內容，藉由回溯的方式與自我反思，呈現一位初任校長在上任第一個月的思慮重點為：\r一、「先求隱定再求發展」的心態；二、重視人際關係的「前置作業」；三、校務行政工作的「不確定感」；四、一位「邊做邊學」的初任校長；五、力求「謹言慎行」的行為舉止；六、無法「兼顧定庭」的兩難困境；七、「迎新懷舊」的矛盾複雜情緒；八、職務角色改變的「自我調適」；九、面對未知未來的「前程規劃」；十、面臨全新環境的「自我期許」。

Leadership of school principal is the core subject of this article. It claims that a school principle should possess capabilities like policy execution， instructional leadership， administrative leadership， asocial interaction， communicative coordination， etc. And it further discusses that a school possesses， bureaucracy， loosely coupled system， dual system theory and informal organization. Theories of leadership include trait theory， behavioral theory， contingency theory， transformational leadership theory， facilitative leadership theory， learning leadership theory and so on.The author uses a diary of a newly appointed principle as his study. This diary is a record of a principle’s first month from being hired to actual arrival at the post. By recall and self-examination， it shows that the main focuses of the first month of a newly appointed school principle are:1.the intention of “first demand for stability and then for development”;2.attach importance to “repetitive work” of human relationship;3.”indesisive” feeling of school administration;4.a “learn by action” school administration;5.make every effort to “speak and act cautiously”;6.in a dilemma of incapability to look after both school and family;7.contradictory and complex emotion of “greeting new arrivals and cherish the past”;8.”self-accommodation” of changing a post;9.”future planning” facing the unknown;10.”self-exepectation” facing an all new environment.Finally， quality study of investigator triangulation was used to look for a amore objective study.