從排除到悅納—女性成為國小校長經驗探究

From Exclusion to Embrace: Exploring Women’s Pathways to Elementary School Leadership

本研究關注教育領導領域中女性的低出現率此一跨國現象，聚焦於我國國小女性校長，探究其職涯選擇與發展及其性別意涵。延續女性發聲取徑，同時避免將女性同質化、本質化，招募異質性研究參與者，涵蓋不同年資、現職地區的國小女校長，透過人際網絡及後續滾雪球，共邀到19位參與、進行25人次個別訪談。結果發現，女性成為國小校長的歷程可溯及進入教職，而此選擇多基於家庭考量，也不乏從小立定志向者；其後或因學校生態、家庭狀態，幾近無奈地接觸行政職，也不乏有意識地自我挑戰或經人提點而積極進取者；女性最終成為校長，似乎呈現弔詭，一方面是水到渠成的理所當然，一方面是煞費苦心的折衝協調。總的來說，拉長時間觀之，在臺灣女性成為國小校長的歷程，無論就個人或結構層次，可謂從排除到悅納，可望扭轉過去學校中男尊女卑的人事結構複製父權意識型態，呼應聯合國的永續發展目標（Sustainable Development Goals, SDGs）、落實我國「縮小決策權力職位的性別差距，達成權力的平等」之性別平等推動策略。

This study examines the underrepresentation of women in educational leadership, focusing on female elementary school principals in Taiwan. It explores their career choices, professional development, and the gendered meanings embedded within these experiences. The study centers women’s voices while avoiding essentialist assumptions by recruiting a diverse group of principals across regions and seniority levels. A total of 19 participants contributed to 25 individual interviews through snowball sampling. Findings suggest that women’s paths to principalship often begin with family-influenced career choices upon entering the teaching profession. Administrative roles were taken up either out of necessity or through personal ambition and encouragement. Becoming a principal involved a paradoxical journey—both a natural progression and a result of strategic negotiation. Over time, the process reflects a shift from exclusion to acceptance of women in leadership, indicating potential to challenge the patriarchal structure of school administration. This development resonates with the UN Sustainable Development Goals and Taiwan’s Gender Equality Policy Guidelines, particularly in narrowing the gender gap in decision-making roles.