偏鄉初任校長師徒制社會化歷程與校務經營效能之探究

An Exploration of the Socialization Process of the Mentorship System for Newly Appointed Principals in Rural and Remote Areas and Its Impact on School Management Effectiveness

本研究旨在探究偏鄉初任校長參與校長師徒制之歷程，分析師傅支持功能如何轉化為校務經營能力。採質性個案研究法，以花蓮縣一所偏鄉學校為場域，透過深度訪談與文件分析進行三角驗證。研究發現，師徒互動隨社會化階段動態演進；生存期側重心理接納與SWOT盤點保護；控制期強調行政教導，並透過偏鄉特有的「在地代理引薦」移轉社會資本，化解政治風險；穩定期則昇華為專業友誼與角色模範。結論指出，有效的師徒功能運作能將隱性知識顯性化，縮短試誤學習，並具體轉化為行政穩定、課程領導及危機管理能力。針對實務上發現之師傅經驗過時與配對僵化問題，本研究據此提出建置人才庫適配媒合及推動師傅回流教育之建議。

This study aims to explore the engagement process of beginning principals in rural areas within the principal mentorship program and analyzes how mentors’support functions are transformed into school management competencies. Adopting a qualitative case study approach, this study is situated in a rural school in Hualien County. Data were col¬lected through in-depth interviews and document analysis to achieve tri¬angulation. The findings indicate that mentor-protégéinteractions evolve dynamically across socialization stages: the survival stage focuses on psychological acceptance and protection via SWOT analysis; the control stage emphasizes administrative coaching and the transfer of social capi¬tal through a unique rural mechanism of“localized proxy networking”to mitigate political risks; and the stability stage sublimates into professional friendship and role modeling. The study concludes that effective mentor¬ing functions can externalize tacit knowledge and shorten the trial-and-error learning curve, specifically transforming into competencies in ad¬ministrative stability, curriculum leadership, and crisis management. Ad¬dressing the practical issues of mentor experience obsolescence and rigid matching mechanisms, this study proposes establishing a talent pool for adaptive matching and promoting recurrent education for mentors.