逆風領航：偏鄉學校校長在少子化壓力下的教育領導之經驗敘說研究──以幸福國小為例

Sailing Against the Wind: A Narrative Inquiry into the Educational Leadership of a Rural Elementary School Principal under the Pressure of Declining Birthrates-A Case Study of Ersi Elementary School

本研究旨在探討偏鄉學校校長在少子化與裁併校壓力下的教育領導經驗、策略與意義建構。以幸福國小為例，採用經驗口說研究法（Narrative Inquiry），透過研究者自身作為校長的反思書寫、深度訪談以及學校文件與政策資料分析，重構教育領導的核心意涵與實踐方式。
研究結果顯示，偏鄉校長面臨學生人數持續減少、教師流動率高、社區資源不足及政策壓力等多重困境，但透過願景共構、團隊凝聚、課程創新以及與社區的深度連結，校長仍能在逆境中引領學校持續發展，展現教育使命與生命領導的價值。此外，研究也顯示，經驗口說方法不僅有助於揭示教育現場的真實經驗，更能促進校長自我覺察、專業成長與教育反思，深化對教育領導理念的理解與實踐。基於研究發現，本研究提出偏鄉教育政策調整、校長專業培育、校園與社區互動等具體建議，以期提供教育行政決策者、學校領導者及相關研究者理論與實務參考，並促進偏鄉教育的永續發展與教育公平的實現。

This study aimed to explore the educational leadership experiences, strategies, and meaning-making of a rural elementary school principal under the pressures of declining student enrollment and school consolidation. Taking Ersi Elementary School as a case study, the research employed narrative inquiry, utilizing the principal’s reflective writings, in-depth interviews, and school documents and policy analyses to reconstruct the core meanings and practices of educational leadership.
The findings indicated that rural principals faced multiple challenges, including a declining student population, high teacher turnover, limited community resources, and policy pressures. However, through vision co-construction, team cohesion, curriculum innovation, and active engagement with the community, the principal was able to lead the school effectively, demonstrating both educational mission and life-oriented leadership. In addition, the study revealed that narrative inquiry had not only captured the authentic experiences of educational practice but also facilitated the principal’s self-awareness, professional growth, and reflective practice, deepening the understanding and enactment of leadership principles. Based on the findings, the study offered practical recommendations for rural education policy adjustment, principal professional development, and school-community interaction, aiming to provide theoretical and practical references for educational administrators, school leaders, and researchers, and to promote sustainable development and educational equity in rural areas.