暗黑的行政：學校「行政黑洞」原因之探討

A Qualitative Study of Causes of “Administrative Black Hole” in School

本研究以私立高中職為背景場域， 由研究者以質性的焦點團體方法， 邀請最近5年曾在私校任職過的主任、組長、教師各三人總共九名樣本接受質性訪談，俾以進行學校「行政黑洞」原因的探討。在文獻探討部分，學校「行政黑洞」的相關理論連結「系統熵」與「路徑依賴」的觀點。在實徵資料分析方面，學校「行政黑洞」的原因涵蓋「內親外戚的共生共棲」、「領導剛愎的一意孤行」、「依循舊制的陳陳相因」、「畫地自限的安於現狀」等四項。學校「行政黑洞」可說既幽微又深沉，充分體現「黑」與「洞」的特性，所有利害關係人無不牽扯其中，尤其加上領導者的消極被動、錯估形勢，將造成學校整體品質向下沉淪，待黑洞成形再欲奮起，恐已回天乏術。根據研究發現，本研究提出兩項啟示供參考：一、學校領導者必須適時調整組織結構與強化運作機制，內升外補、廣開言路；二、學校領導者必須積極重塑組織文化與掌握變革時機，慎始創新、適時出擊。

This study applied a focus group methodology to interview a total of nine faculties who used to serve at private senior vocational schools during the last five years to explore the causes of “administrative black hole” in school. According to the literature review, the theoretical arguments involve perspectives of “entropy” and “path dependence.” Based on the results analyzed from empirical data, the causes of “administrative black hole” in school existed in four dimensions, including “patronizing the relevant relatives,” “leading obstinately and self-opinionatedly,” “abiding by the ossified regulations,” “sticking to the status quo.” Correspondingly, the “administrative black hole” is so “dark” and “deep,” which restrains all the stakeholders in school, which in turn results in the deterioration of school quality as a whole. Based on the research findings, this study proposed several implications for reference.