學校轉型實驗教育歷程及校長領導行為之個案研究

A Case Study on the Process of Transforming School into Experimental Education and the Principal’s Leadership Behaviors

本研究以北部一所轉型為實驗教育的國中作為個案，採質性研究與橫斷式調查法，探究校長在學校轉型過程中的領導行為。研究以半結構訪談蒐集校內重要關係人的觀點，分析個案學校於醞釀期及行動期的發展歷程。醞釀期因教師抗拒變革，校長透過承辦工作坊、參訪實驗學校、引入外部資源、凝聚共識、請益專家、宣達理念、開放態度溝通等方式，採小規模課程轉變等待契機。行動期為正式轉型實驗教育學校的首個學期，學校增設研發處，引入創新教學法及增加家長說明會與晤談。然而仍有不少待磨合之處，如人員波動、共備時間不足、學生樣態及能力落差大等挑戰。最後，本研究提出相關建言，供教育行政主管機關、個案學校、其他欲轉型之學校及後續研究參考。

This study takes a junior high school in northern Taiwan that transitioned into an experimental education school as a case, adopting qualitative research and a cross-sectional survey to investigate the principal’s leadership behaviors during the transformation process. Semi-structured interviews were conducted to collect the perspectives of key stakeholders within the school, and the developmental trajectory of the case school during both the incubation and action phases was analyzed. During the incubation phase, due to teachers’resistance to change, the principal adopted small-scale curriculum adjustments while waiting for opportunities, employing strategies such as organizing workshops, arranging visits to experimental schools, introducing external resources, building consensus, consulting experts, promoting educational philosophy, and maintaining open communication. In the action phase, which marked the first semester of the school’s official transformation into an experimental education institution, the school established a Research and Development Office, introduced innovative teaching methods, and increased parent orientations and consultations. However, several challenges remained to be addressed, including staff turnover, insufficient time for collaborative lesson preparation, and wide disparities in students’backgrounds and abilities. Finally, the study provides recommendations for educational authorities, the case school, other schools intending to undergo transformation, and future research.