國民中小學師傅校長專業標準建構之研究

Research on Constructing Professional Standards of Public Junior high School and Elementary School Mentor Principals

本研究目的在建構國民中小學師傅校長專業標準及其相對權重體系，以提供師傅校長自培育至任職，以及專業發展之參考。本研究方法有二，首先以德懷術建構師傅校長專業標準及其表現指標，經過四回合的問卷調查與資料分析處理後，接著以層級分析法建立其權重體系。研究對象包含專家學者、公立中小學校長、教育行政人員，以及國中小師傅校長，共計20位。研究結果建立了中小學師傅校長專業標準五個核心理念、10個內容層面，以及30個表現指標。五個核心理念的重要性依序為：建立信任、引導實踐、關注學習、整合資源、專業發展；10個內容層面中以人格特質為首要，其次為文化形塑，再次為輔導能力；30個表現指標中以承諾為首要，其次為溫暖，再次為真誠。本研究結果彌補了有關師傅校長專業標準知識的缺口，且各項表現指標具有相當高的重要性，符合師傅校長專業標準理論與實務所強調的面向。最後，根據研究結論，對教育行政機關、師傅校長培育單位、中小學師傅校長以及未來研究提出相關建議。

The purpose of this study was to establish professional standards and relative weights for principals in public elementary schools and junior high schools, in order to offer useful guidance for their professional development. There are two parts to this research. First, this research was conducted with the Delphi technique to construct the principal’s professional standers and provide an index for performance. After the performance indicators were selected with the Delphi method, a weighting system was established by analytic hierarchy process. The research objects, twenty in number, included experts, scholars, public elementary and junior high school principals, education administrators, and elementary and junior school mentor principals. The results showed five core concepts, ten tiers of content level, and thirty performance indicators. The five core concepts, ranked in descending order of importance are building trust, guiding practice, focusing on learning, resources integrating, and professional developments. Personality traits are the first among the ten content levels, followed by cultural shaping and coaching ability. Of the 30 performance indicators, commitment is the first significant indicator, followed by warmth and sincerity. The results of this research filled up the gap in the knowledge about the professional standards of mentor principals, and the various performance indicators were of high importance, in line with the aspects emphasized in the theory and practice of the professional standards for mentor principals. Finally, this research offered relevant suggestions for educational administrative agencies, mentor principal training units, mentor principals of elementary and junior schools, and it also offered suggestions for future research.