內隱領導力與內隱追隨力對國民中小學校長領導行為之啟迪

Insights Into Leadership Behaviors for Public Elementary and Junior High School Principals From Implicit Leadership and Implicit Followership

本文係透過內隱領導理論和內隱追隨理論的探討，進一步梳理出對國民中小學校長領導行為的啟迪。根據研究結果，本文共計提出六點對國民中小學校長領導行為的建議：一、校長應覺察學校成員對其表現與期望的觀感，藉以修正促進合作；二、校長應建立良好溝通與互動的情境與管道，增進彼此的相互理解；三、校長應透過師徒制的典範學習與專業成長，強化個人領導的正原型；四、校長應藉由轉化學習有效進行觀點改變，降低個人領導的反原型；五、校長應善用追隨者的特性，使其適得其所地展現個人的專業表現；六、校長儲訓與在職進修應納入內隱領導力與內隱追隨力的課程，奠基內隱實踐效益。最後，綜以結語。

This paper delves into the theories of implicit leadership and implicit followership to further elucidate the inspirations for leadership behaviors among public elementary and junior high school principals, serving as the core of discussion. Firstly, it explores the meanings and functions of implicit leadership and implicit followership respectively, along with their positive and negative archetypes. A brief analysis of their similarities and differences is also presented. Lastly, six suggestions for leadership of public elementary and junior high school principals are proposed: (1) Principals should be aware of school members’ perceptions of their performance and expectations to facilitate cooperation by making necessary adjustments; (2) Principals should establish effective communication and interaction scenarios and channels to enhance mutual understanding; (3) Principals should strengthen their positive archetype of individual leadership through exemplary learning by mentoring and professional growth; (4) Principals should effectively change perspectives through transformational learning to reduce their negative archetype of individual leadership; (5) Principals should leverage followers’ characteristics to enable them to showcase their professional capabilities appropriately; (6) Courses on implicit leadership and implicit followership should be incorporated into reserve training and in-service education to establish the benefits of implicit practice. Finally, conclusions are offered.