應用「多元架構領導」探究原住民國小校長發展民族教育課程之作為

多元文化讓人類社會得以相依共榮，因此許多國家透過法令，規範學校依原住民族文化特性，對原住民學生實施民族教育。本研究應用「多元架構領導」觀點，藉由半結構式訪談花蓮縣三所原住民國小校長、主任與教師，合計9名，探究校長發展民族教育課程的作為。經由訪談逐字稿與校訂課程計畫資料的質性分析，本研究獲致以下結果：一、校長以「結構化架構」客觀分析校內外資源，理性決策以確認課程目標；二、校長運用「人力資源架構」掌握部落與學校需求，透過增能培訓以增進教學成效；三、校長利用「政治化架構」解決「教學時數、課程實施」的衝突，討論協商以提升教學品質；四、校長善用「象徵化架構」凝聚共識，激勵成員構建學校課程文化圖像以深化族群認同。本研究最後提出建議，提供學校推動原住民族教育課程與後續研究之參考。

關鍵字

多元架構領導；民族教育；原住民國小；校長領導

並列摘要

Multiculturalism allows human society to thrive through interdependence, and therefore many countries have enacted laws to regulate schools in accordance with the cultural characteristics of indigenous peoples, implementing ethnic education for indigenous students. This study applies the perspective of "Multi-frame Leadership" and conducts semi-structured interviews with a total of 9 principals, directors, and teachers from three indigenous elementary schools in Hualien County to explore the actions of principals in developing ethnic education curriculum. Through qualitative analysis of interview transcripts and school curriculum plan data, this study obtains the following results: 1) Principals objectively analyze internal and external resources through "structural frame" and make rational decisions to confirm curriculum goals; 2) Principals use "human resource frame" to understand the needs of tribes and schools, and through capacity building training to improve teaching effectiveness; 3) Principals use "political frame" to resolve conflicts in "teaching hours and curriculum implementation," discuss and negotiate to improve teaching quality; 4) Principals use "symbolic frame" to build consensus, motivate members to construct school curriculum cultural images, and deepen ethnic identity. Finally, this study proposes suggestions to provide reference for schools to promote indigenous education curriculum and subsequent research.

並列關鍵字

ethnic education ； Multi-frame Leadership ； aboriginal primary schools ； principal leadership

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