國中小校長真誠領導實踐之研究

壹、研究目的/研究方法本研究旨在探討我國中小學校長真誠領導之實踐，以及影響其實踐真誠領導的因素，並根據研究結果提出結論與建議。本研究採質性取向，依聲譽規準選擇已獲肯定的真誠領導之中彰投地區9位校長為研究對象，採用訪談法，另輔以文件分析進行資料蒐集研究所得結論與建議如下。貳、研究結論一、校長真誠領導實踐校長真誠導實踐可分為自我覺察、公平透明處事、道德自律、真誠人際與心理資本五個面向：（一）自我覺察：能清楚自己的教育理念，有明確的辦學目的及方向，對學校環境脈絡有所覺知，並能反思自身信念與行為，加以調整，使其忠於真實的自我。（二）公平透明處事：推行新政策或作法時，能蒐集多樣資訊，訊息透明公開，並能聆聽各方意見，釐清問題再思解決之道。（三）道德自律：以高道德標準自我要求，且不重視名利，能以身作則，言行一致，並具有道德勇氣，願意承擔風險，敢做敢當，不推諉卸責。（四）真誠人際：誠懇主動關懷部屬並予以協助，與教師建立互信關係，並為老師後盾，校長也能協助教師增權賦能，並與退休人員、校友關係友好，且具有親和力，拉近與學生距離。此外，其推展積極的學校與家長、社區互動，與議員、民意代表的關係秉持以禮待之，立基合法基礎上顧及情面，建立良好關係。（五）正向心理資本：展現自信與希望、樂觀以及面對逆境的復原力。二、校長真誠領導影響因素（一）個人因素：校長的家庭背景、求學經驗、工作經驗、宗教與族群文化以及關鍵事件皆會積極影響校長真誠領導的發展。（二）環境因素：校長通常會受到學校規模及其既有的文化生態而影響其真誠領導實踐。再加上當前政策與績效責任要求與壓力，會形成校長實踐真誠領導的阻礙。參、研究建議一、針對學校領導者（一）校長宜時常自我覺察、自我反省（二）面對複雜學校組織環境，校長的作為與決策應當以學生的最大福祉為優先考量（三）校長重視真誠人際關係之經營，但須避免原則不一之狀況（四）校長應提升正向心理資本，有助增強逆境應變力（五）校長宜實施真誠領導，形塑學校團隊動力二、針對校長培育機構（一）宜將真誠領導相關理念納入校長職前與在職培育訓練課程中（二）安排經驗豐富的校長分享回饋，培養下一代的真誠領導者三、針對後續研究（一）建議後續研究可進行個案研究，納入訪談研究對象之重要他人、學校其他成員之看法，以蒐集更多資料，掌握特定脈絡下校長真誠領導實踐之全貌。（二）基於校長領導者與學校場域脈絡之多樣性，後續研究可探討校長真誠領導在不同學校規模、地區、文化的學校，呈現哪些異同，進一步進行比較研究。

關鍵字

真誠領導；中小學校長；領導實踐

並列摘要

The study aims to explore authentic leadership practice of elementary and junior high school principals and the influental factors. Nine principals from Taichung, Changhua, and Nantou who are recommended matching the reputation criteria of authentic leadership are selected as research participants for this qualitative study. Using in depth interview and document analysis, the research data were collected. The main findings are as follows: 1. The practice of authentic principalship (1) Self-awareness: authentic principals have clear educational beliefs, explicit educational purposes and directions, and awareness of school context. Moreover, the principals can reflect on their beliefs and actions and make adjusments to stay true to their inner self. (2) Handle affairs fairly and transparently: authentic principals collect diverse information, listen to different opinions, inform school members transparently, and make fair decision while they conduct new policies or seek solutions for school dilemmas. (3) Moral self-discipline: authentic principals are self-disciplined with high moral standards and don’t care for fame and gain. They practice what they preach, match words with deeds, have moral courage, and take the accountabilities. (4) Authentic interpersonal relatlionship: authentic principals care their subordinates with sincere and help them actively. They build trust relationship with teachers, be their backings, and empower them. They also maintain good relationships with retired teachers, alumins, and get close to students. In addition, principals interact with parents, community members, and elected representatives courteously and legally. (5)Positive psychological capital: authentic principals show self-confidence, hope, optimism, and resilience to overcome dilemmas. 2. Factors affecting authentic principalship (1)Personal factors: Principals’ individual family, religious, ethnic backgrounds, educational and work experiences, and key trigger incidents which they ever suffered influence their development of authentic leadership. (2)Environmental factors: School size and its existing culture may influence principals’ authentic leadership and the demands for accountabilities and pressure from current policies impede principals’ practice of authentic leadership as well. Based on the above findings, some suggestions are provided as follows: 1.To School leaders (1)Principals should have self-awareness and conduct and self-reflection. (2)Even though facing complicated school environment, principals’ act and decision-making should pursue student’s biggest welfare as priorities. (3)Principals should emphasize the maintance of authentic relationship, but avoid lacking principles. (4)Principals should devoted to enhance their own positive psychological capital. (5)Principals should apply authentic leadership to initiate group motivation among school members. 2.To principals training institutes (1)Concepts of authentic principalship should be integrated into principal preparation courses. (2)Experienced authentic principals should be invited to share relevant experiencesand set examples for future leaders. 3.To future researcher (1)Future research could conduct a case study to present a whole picture of a principals’ practice of authentic leadership in the specific context through collecting data from principals’ significant others or other school members. (2)Considering the diversity of principal leadership and school context, it is suggested to probe into principal’s authentic leadership among schools of different sizes, areas, and cultures and conduct compared studies.