初任校長學校變革領導作為之個案研究

A Case Study on Leadership Behaviors of the Novice Principal in School Changes

本研究主要是以質性研究的觀點並以歷時將近9 個月的時間，針對一位初任校長的學校變革領導作為進行觀察與訪談，亦同時訪談學校25 位的教職人員及家長且進行文件分析，根據所得資料分析與討論獲得以下結論。這一年，個案校長以溫和漸進的方式推動變革，校長透過觀察瞭解學校的既有傳統，並予以尊重。在推動與建立新制度時，會考量學校特性及成員的接受度。在行政團隊的建構上，校長並未重組團隊人力，而是藉由主管職務的轉換，擴大各處室主任的視野，且重視各處室之間的協調、聯繫與合作，並授權行政，同時強調專業行政服務以支援教學。在溝通上，強化傾聽及訊息的溝通與傳遞，除瞭解需求外，亦重視教育信念的傳遞與接收；此外，關係的建立與信任的培養，亦是校長在引導學校變革時的重要領導作為。最後，教師教學專業與學生未來發展，也是個案校長在創造學校革新的關注焦點。然而，校長在授權與細節執行的關注上應有所平衡，且需要提供與教師更多對話的機會。

This case study was from the perspective of qualitative study and the research time sustained approximately 9 months. The study utilized methods of observation， interview and documentation analyses to collect data in order to explore the leadership behaviors of the novice principal in leading school changes. Including the principal， there were 25 administrative staff， teachers， and parents were interviewed. The following conclusions were made from these bservations， interviews and analyses of related documents.The case principal leaded school changes in mild and gradual ways. In the first year of his principalship， he observed the traditional culture of the school and made changes based on respecting these traditions. With respect to promote and establish new policies， the case principal considered the identity of the school and acceptance of the school stakeholders.After taking office， the principal did not restructure the administrative group. He only switched the positions of several directors for the purposes of broadening the views of the directors. However， the principal emphasized the coordination and collaboration among administrative offices. He also delegated the power to the administrative staff and stressed that the administration should support teaching.In the aspect of communication， the case principal enhanced listening and information communication as well as its transmission. In addition to understand needs of the stakeholders， the principal also accentuated transmission and receivability of his educational beliefs. Fostering the establishment of relationship and trust was one of the case principal’s leadership behaviors in guiding school changes. Finally， professional development of teachers and developing the future of students were also taken into consideration seriously. However， the case principal needed to balance the delegation and consideration of details in implementation. He also needed to provide more opportunities to dialogue with the teachers.