國民中小學校長不適任行為態樣之研究

A Study on the Inappropriate Behavior of the Principals of Public Elementary and Secondary Schools

本研究目的，係為提出國民中小學校長不適任行為態樣。為此，以焦點團體訪談和德懷術為研究方法。首先，焦點團體訪談以校長協會和教師工會為對象，共計實施五場次焦點團體訪談（校長協會三場、教師工會二場），總計35位研究參與者。透過文本資料分析，提出國民中小學校長不適任行為樣態初稿。接著，進行德懷術調查問卷，專家小組由3位大學教授，4位教育局（處）正、副首長，國民中學校長與教師各3位，國民小學校長與教師各4位，以及國民中小學家長會長4位所組成，共計25位。本研究最後提出七種不適任行為態樣：一、校長因情緒管理失當，導致校內外互動不佳，凸顯校長人際關係經營能力的窘態；二、校長因推諉卸責的負向行為，嚴重影響校園氣氛與校務運作；三、校長因權力的不當行使，領導作為難以服眾，嚴重影響校務運作成效；四、校長因個人立場偏頗造成校園的對立與不安，嚴重影響校內信任氛圍；五、校長怠忽職守，行政延宕或無作為，嚴重影響校務發展或師生權益損失；六、校長的決策造成公務損失或謀取個人私利，情節嚴重；七、校長因私領域問題或言行失當，影響個人及學校聲譽，顯有道德上的瑕疵。最後，綜以結論與建議。

The study aims to explore the inappropriate behavior of the principals of public elementary and secondary schools. Five focus group interviews were conducted with members of principals associations and teacher unions. By analyzing textual data, the preliminary inappropriate behavior of the principals of public elementary and secondary school was identified and described. Subsequently, a Delphi survey questionnaire was administered to an expert panel consisting of three university professors, four directors and deputy directors from Education Bureaus, three principals and three teachers from public secondary schools, four principals and four teachers from public elementary schools, and four presidents of parent committees of public elementary and secondary schools. This study identified seven manifestations of inappropriate behavior by school principals: (1) Principals exhibiting awkwardness in interpersonal relationship management due to inappropriate emotional management, resulting in poor interactions both within and outside schools; (2) Principals’ negative blame-shifting behaviors severely affecting campus atmosphere and school affair operations; (3) Improper exercise of power and leading actions by principals, in the absence of support, damaging effectiveness of school affair operations; (4) Principals’ biased personal stances leading to opposition and unrest on campus, severely undermining the atmosphere of trust within schools; (5) Principals’ behaviors, including negligent performance of duty, and undue administrative delays or inaction seriously impeding operation of school affairs or infringing the rights and interests of teachers and students; (6) Principals’ decisions resulting in public losses or being made for personal gains, with serious implications; and (7) Principals’ personal issues or inappropriate language and actions affecting personal and school reputations, indicating principals’ moral flaws. Finally, a conclusion and suggestions are provided.