國民小學校長面對倫理兩難情境決定歷程之研究

本研究關注焦點在於國民小學校長面對倫理兩難情境之決定歷程，探究決定者基於何種信念與原則並受到哪些因素影響而做出倫理決定的過程。首先，經由文獻分析探討倫理兩難情境的意義、倫理決定的信念、原則與影響因素以及決定歷程的步驟與模式，其次，透過質性研究訪談法，以南投縣內九位國民小學校長為研究對象，並以綜合文獻探討與研究目的所得之半結構式訪談大綱進行實地訪談，蒐集相關資料後進行分析歸納。本研究所得之結論如下：一、目前國民小學校長面對的倫理兩難情境主要可分成四個類別，分別是：（1）人情與制度兼顧的兩難；（2）人情與法理抉擇的兩難；（3）目標取捨的兩難；（4）個人立場選擇的兩難。二、國民小學校長面對倫理兩難情境時所抱持的信念可分為七項：（1）回歸教育本質，維護學生受教權益；（2）對教師專業的尊重與激勵；（3）公平正義與專業理想的堅持；（4）組織目標與成員需求的平衡；（5）謹慎使用權力，營造和諧、互信的氣氛；（6）視倫理困境為凝聚向心力的機會；（7）本於職分、良知行事，但求無愧我心。三、國民小學校長面對倫理兩難情境時處理的原則可分為十一項：（1）公正無私原則；（2）尊重當事人原則；（3）參與及求取共識原則；（4）真誠溝通原則；（5）效益原則；（6）保護與關懷原則；（7）依法行政原則；（8）掌握時機原則；（9）循序漸進原則；（10）彈性原則；（11）其他原則。四、國民小學校長面對倫理兩難情境時，決定的影響因素可歸類為：（1）個人因素；（2）組織內部因素；（3）組織外部因素；（4）決定歷程因素等四項。五、國民小學校長面對倫理兩難情境的決定歷程可分為九個步驟：（1）對倫理兩難情境的釐清與界定；（2）思考問題可能牽涉的倫理層面；（3）蒐集資料與參考相關的倫理準則；（4）尋求其他專業者的意見；（5）研擬可行的解決方案；（6）評估可能的結果；（7）進行溝通取得共識；（8）決定最適當的行動方案；（9）檢討與修正。根據研究結論，提出之建議如下：一、師資培育機構應重視倫理學相關課程的開設、增加課程內容的豐富性與實務化，使倫理理論與實務有更緊密的結合。二、上級教育行政機關應考量基層的實際狀況，尊重並信任校長對職權的行使；在校長培育、儲訓過程中能規劃倫理議題課程進行研討，以及儘速頒布教育行政人員倫理守則。三、對現任國民小學校長與未來校長的建議：（1）強化自身對倫理兩難情境的覺知與判斷；（2）堅守倫理信念與原則的基本立場；（3）參考倫理兩難情境決定步驟做出最適當的決定；（4）讓反思成為倫理實踐上源源不絕的動力。

關鍵字

倫理兩難情境；決定歷程；倫理決定

並列摘要

This study focused on the decision making process of elementary school principals facing an ethical dilemma. The purposes of the study were to explore the beliefs and principles which decision makers persisted, and the factors that had got significant influence on their ethical decisions. First, through the literature analysis, this study attempted to define the meaning of ethical dilemmas, beliefs and principles when dealing with ethical dilemmas, as well as the influencing factors, and steps and models of decision making process. Then, to gather the data by using the interviewing method. The interviewees included nine elementary school principals in Nantou County with the semi-structural interview, and analyzed. The conclusions of this study were showed as follows: 1. The situations of ethical dilemmas that elementary school principals faced could be divided into four types: (a) the dilemmas about giving considerations between human affection and educational system; (b) the dilemmas about choosing a criterion between human affection and law; (c) the dilemmas of choosing objects; and (d) the dilemmas of the side-choice to stand. 2. The beliefs that elementary school principals persisted for ethical dilemmas could be divided into seven items: (a) to return to education essence, and defend the students’ rights for education; (b) to respect and encourage the specialty of teachers; (c) to uphold the principles of fair, justice and professional ideals; (d) to find the balance between the items of organization objects and the staffs’ demands; (e) to exercise the power carefully for creating a harmonic and trustful phenomenon; (f) to convert the ethical dilemmas into an advantage of concentrating the centripetal force; and (g) to make decisions based on the conscience. 3. The principles that elementary school principals applied to solve the problems of the ethical dilemmas could be divided into eleven items: (a) fair and justice; (b) respect mutually; (c) involvement and conceiving of consensus; (d) negotiation sincerely; (e) efficiency and benefit; (f) protection and concern; (g) administration in accordance with law; (h) timing; (i) arrangement in proper sequence; (j) flexibility; and (k) others. 4. The influences on the decisions which elementary school principals made for ethical dilemmas could be summarized as follows: (a) personal factors; (b) interior factors of the organization; (c) exterior factors of the organization; and (d) the factors of the decision making process. 5. The decisions which elementary school principals made for ethical dilemmas could be made by nine processes: (a) to clarify and define the conditions of an ethical dilemma; (b) to think about the ethical aspects of the question; (c) to collect the information and refer to the related ethical morals; (d) to make professional consultation; (e) to draw up the solution; (f) to estimate the possible results; (g) to conceive a consensus through negotiation; (h) to chose the most proper actions; and (i) to review and modification. According to the research conclusion, the following suggestions were made: 1. The ethical and moral philosophy courses should be stressed and weighted in Center of Teacher Education. Increase the practical and plentiful curriculums for ethical studies, and to make a closer union of ethics theories and the practice. 2. The up level educational administration institutions should consider the actual situations of basic educational unit, respect and trust the principals in exercising their authorities. Plan ethical subjects and curriculums, carry on ethical seminars in principal training courses, and issue ethical rules for the educational executives to follow. 3. The suggestions for elementary school principals and future principals: (a) to strengthen the capability to sense and judge for an ethical dilemma; (b) to persist in the beliefs and the principles of ethic, and keep personal standpoint; (c) to refer to the nine processes and make the most proper decision for ethical dilemmas; and (d) to make reconsiderations the steady energy in ethics practice.