英、美兩國校長基本能力之訂定對我國國民中小學校長儲訓課程之啟示--以彰化縣國民中小學校長儲訓課程為例

The Inspiration of the Conclusion of Principal Basic Competence in England and the United States to the Principal Preparation Program in Our Country--Taking the Principal Preparation Program in Changhua County as an Example

本文意旨在透過英美兩國對於國民中小學校長能力的訂定來檢視彰化縣國民中小學校長儲訓課程，藉以做為爾後校長儲訓課程之參考。文中經由分析英美兩國校長能力及彰化縣前後三期校長儲訓課程之分析比較，共歸納出十一個向度四十九項能力，最後對於彰化縣日後校長之儲訓課程規劃建議增加八項能力，使整體課程規劃能更周延：一、品德規範領域課程，強化道德領導；二、團隊合作、授權、教育績效等領域課程；三、資訊能力、時間管理等領域課程；四、情緒智商知能課程；五、在公共關係上增加政治生態環境課程；六、預算編列、執行與資源分配等課程；七、終身學習、多元文化及與他人相處之能力課程；八、政策法令、教育思潮與溝通能力等。

The study aims at viewing the principal preparation program of elementary and high school in Changhua County by the conclusion of principal basic competence in England and the United States so that it can be for the principal preparation program’s reference thereafter. Comparing the principal competence of England and the United States with principal preparation programs of three stages in Changhua County， it is concluded with eleven dimensions and forty-nine items of competence. In the end， it makes suggestions for adding eight items of competence to principal preparation program designs in Changhua County so that the whole program designs can be more complete. It makes suggestions which are draw as follows：\r1.the program of moral standard and enhance moral leadership.2.the program of team collaboration， delegating authority， and education achievement.3.the program of information competence and time management.4.the program of emotional intelligence and intelligence quotient.5.adding the program of political ecological environment to public relations.6.the program of budget arrangement， administration， and distributing resources.7.the program of lifelong learning， multilateral cultures and the competence of getting along with others.8.the policies， ordinances， current of education thoughts and competence of communication.