臺灣校園空間營造與校長領導個案研究

Case Study of Campus Spatial Development and Principal Leadership in Taiwan

本研究旨在探討校長在美感校園營造的領導策略與做法，採用文獻分析及訪談法，以新北市三所國民小學校長為研究對象，透過資料蒐集分析、歸納比較形成概念與結果，提出校長美感校園營造的具體策略和實踐作為。研究發現：美感校園政策實踐營造初期，以理念引導作為美感校園推動的起點。在行動推動階段，空間領導與課程領導的整合程度會影響美感校園發展的節奏與深度。在歷程後期，制度化程度為美感校園能永續發展的重要關鍵。空間領導與課程領導之整合型專業領導模式，為校長推動美感校園的重要行政策略。最後提出對學校美感校園空間營造實務與未來研究建議，以供主管教育行政機關與學校發展之參考。

This study aims to explore the developmental processes of aesthetic campus spatial development and examine the leadership strategies and practices adopted by principals in promoting aesthetic campus initiatives. A qualitative research approach was employed, utilizing document analy¬sis and semi-structured interviews. The participants consisted of three elementary school principals from New Taipei City. Through systematic data collection, analysis, and comparative interpretation, the study devel¬oped conceptual insights and identified key findings regarding the stages of campus spatial transformation and the practical strategies implement¬ed by principals in aesthetic campus development. The findings indicate that, in the initial stage, principals begin by guiding educational vision, which serves as the foundation for promoting aesthetic campus initia¬tives. During the implementation stage, the degree of integration between spatial leadership and curriculum leadership significantly influences the pace and depth of aesthetic campus development. In the later stage, insti¬tutionalization emerges as a critical factor for ensuring the sustainability of aesthetic campuses. Furthermore, an integrated professional leadership model combining spatial leadership and curriculum leadership is identi¬fied as a key administrative strategy for principals in advancing aesthetic campus initiatives. Finally, this study provides practical implications for school-based aesthetic campus development and offers recommendations for future research, serving as a reference for educational authorities and school development.