本研究旨在瞭解國民中學校長運用知識典範的現況,國民中學校長運用知識典範對學校行政問題解決能力的影響,及學校背景變項對校長運用知識典範認知的差異情形。 本研究兼採文獻分析及問卷調查法。根據文獻分析、研究目的及待答問題,編製「國民中學校長行政行為調查問卷」做為研究工具,然後根據台北市、台北縣、基隆市三縣市國民中學的學校規模,分層抽樣975人做為施測樣本。所蒐集的資料則以描述統計、t考驗、單因子變異數分析、雪費法事後比較、皮爾遜積差相關及逐步多元迴歸進行統計分析,得到結論如下: 一、邏輯實證論典範至今仍是最為普遍被校長們使用的知識典範。 二、國民中學校長應加強對批判理論與詮釋學知識典範的運用程度。 三、國民中學校長不可忽視任何知識典範的運用。 四、國民中學校長在運用各種知識典範的自我認知均較其他成員高。 五、國民中學新進成員對校長「關懷」、「理解」的感受較低。 六、碩士以下學歷的學校成員對校長「關懷理解」、「批判反省」、「賦權增能」的感受較低。 七、中型學校成員對校長「關懷理解」的感受較低。 八、大型學校成員對校長「批判反省」與「賦權增能」的感受較低。 九、直轄市學校成員對校長「強調績效」、「自我反省」與「賦權增能」的感受較低。 最後,根據研究結論,對國民中學校長、教育行政主管機關及未來研究者提出具體建議以供參考,期能對促進學校行政之進步與發展有所裨益。
The objective of this research is to investigate the current situation of the junior high school principals’ utilization in knowledge paradigms, the influences on the ability of problem solving in school administration, and the related variation in recognition to principals’ utilization of knowledge paradigms due to different school backgrounds. The research was preceded through the review of related literature and sampling questionnaire survey. A questionnaire was conducted to collect data from 975 members throughout different types of junior high schools all over Taipei City, Taipei County, and Keelung City. The methods adopted for analysis include the descriptive statistics, t-test, one-way ANOVA, Scheffa’s method, Pearson’s product-moment correlation, and stepwise multiple regression. The obtained conclusions are listed as follows, 1. Logical positivism is still the most popular knowledge paradigm for junior high school principals. 2. Junior high school principals should enhance the utilization of critical theory and hermeneutics. 3. Junior high school principals should not ignore any kind of knowledge paradigms. 4. Junior high school principals have better perception to the utilization of knowledge paradigm. 5. The new teachers in junior high schools have a lower degree of perception with principals’ “consideration” and “understanding”. 6. School teachers with degree of bachelor only have a lower degree of perception with principals’ “consideration”, “understanding”, “critical-reflection’, and “teacher empowerment”. 7. Teachers in middle-sized schools have a lower degree of perception with principals’ “consideration” and “understanding”. 8. Teachers in large-sized schools have a lower degree of perception with principals’ “critical-reflection’, and “teacher empowerment”. 9. Teachers in schools of Taipei City have a lower degree of perception with principals’ “emphasizing accountability”, “self-reflection”, and “teacher empowerment”. In the end, the suggestions based on the conclusions above are made to provide references for junior high school principals, educational administrative organizations, and future researchers to improve the efficiency of school administrative development.