學校行政人員霸凌行為概念模式與影響因素之研究

本研究整理相關理論與實證文獻，依序邏輯演繹、綜合歸納，據以建構出學校行政人員霸凌行為的概念模式，並且以三場焦點團體座談進行質性的分析。座談成員包括學者專家、行政人員及未兼行政人員共三場，以多元與持平的觀點檢視討論。本研究結論包括，學校行政霸凌概念多元，分別對被霸凌者身心狀況與組織整體效能有直接影響，次者在前者和後者之間具有中介影響。另外，霸凌者與被霸凌者的人格特質、學校領導風格、學校工作壓力、學校組織文化以及學校組織變革等六個變項，在因果變項之間具有調節效果。最後，本研究提出學校行政霸凌在學校行政與領導之啟示及未來建議。

關鍵字

學校行政；霸凌行為；焦點團體座談

並列摘要

This study reviews both theoretical and empirical literature, and uses three focus group interviews to develop an integrated conceptual model of educational administrative bullying behavior. The interview panel consists of experts, administrators and non-administrators, and discussed the issue from a pluralistic and balanced perspective. This study concludes that educational administration bullying has a direct effect on the target's physical and psychological conditions as well as organizational effectiveness; we also establish correlation on the relationship between the former and the latter. Secondly, both the individual characteristics of bullies and bullied, education organizational change, education work pressures, education organizational culture as well as education leadership style had a moderating effect on antecedents to consequences. This study also discusses the implications of bullying and offers suggestions for educational administration and leadership.