高負責領導國小校長特質與實踐作為之個案研究

Characteristics and Practices of Highly Responsible Leadership: A Case Study of an Elementary School Principal

本研究旨在探究高負責領導國小校長之特質與實踐作為，採個案研究法，選取花蓮縣一位在國小校長負責領導量表得分位於全縣前20%，且在超過12班之學校服務超過2年之國小校長作為個案，而後對校長、學校行政團隊與教師們，進行深度訪談。研究結果發現如下：一、高負責領導校長在他人的眼中具有「情緒智商高」和「溝通說服能力高」兩項特質，此特質是負責領導中領導者「關係智能」素質的外顯特質；二、在編織利害關係人的良好關係方面，高負責領導校長有視人和為自己的主要職責、倚靠治校實績與盡力了解且適當地回應各利害關係人的需求，以及組建高溝通能力的行政團隊三項具體作為；三、在採用協商式決策過程方面，高負責領導校長有營造校內直話直說文化與盡量讓利害關係人參與決策並堅持理性溝通兩項具體作為；四、在注重決策對永續性影響方面，高負責領導校長有注意執行方式符合人性運作，和注重決策對人和之長遠影響兩項具體作為。文末依研究發現，提出領導實務與未來研究之建議。

The purpose of this paper is to explore the characteristics and practices of highly responsible leadership as exemplified by an elementary school principal. A case study was conducted to collect and analyze data by conducting in-depth interviews with a highly responsible leader— an elementary school principal—and the teachers working under him at a school in Hualien County. The results of the study showed the principal who embodies highly-responsible leadership is recognized as having high emotional intelligence and high communicative and persuasive ability, which are the characteristics defining the quality of “relational intelligence”. Secondly, three practices for cultivating good relationships between stakeholders are identified, namely: regarding consensus-building as the leader’s responsibility; building good relationships through bolstering the school’s overall performance and understanding and responding to the needs of stakeholders properly; and hiring team members with effective communication skills. In addition, two practices regarding discursive decision-making process emerged, namely: creating a culture of straightforward communication, and insisting on including stakeholders in decision-making process built on the principle of rational communication. Finally, two practices are identified regarding an emphasis on sustainability. The first is ensuring decision implementation is a good fit for human nature, while the second is paying attention to the long-term impacts of decisions on consensus and harmonious relations between team members. Recommendations for school leadership practice and future research are discussed accordingly.