我國原住民族國小女性校長文化意識、角色踐行與學校經營研究

本研究旨在從女性主義的觀點，探討我國原住民族國小女性校長文化意識、角色踐行與學校經營之關係。本研究以質性研究方法，透過訪談研究對象與文獻蒐集，剖析影響原住民族女性校長文化意識與角色踐行的因素，進一步探討文化意識、角色踐行與學校經營之間如何相互影響。本研究訪談4位原住民族國小女性校長，獲得以下之結論：一、文化意識受家庭、族群、專業成長等影響，產生人生經驗與自我詮釋的差異（一）家庭生活經驗涵養價值觀與人生態度，文化意識受母親直接教導，父親則間接陶治（二）部落生活經驗能促進正向自我認同，有助於跨越文化歧視的大鴻溝（三）專業成長歷程的人際經驗誘發自我內在衝突的交戰，進而強化文化認同二、文化意識對角色踐行有正面助益，角色踐行的挑戰來自家長的期待（一）女性特質對角色踐行有正面助益，不同地區家長對女性校長有不同期待（二）文化意識透過批判反思和人格特質的形式融入角色踐行，女性校長因其自身族群文化特質而產生角色踐行效益的差異（三）文化意識對角色踐行的潛移默化，對校長角色任務的效能有正向助益三、原住民族女性校長文化意識面對學校經營挑戰時，經由批判反思評估與決策，學校呈現經營成效的差異（一）文化意識以靈性思維模式融入學校經營，使不同地區學校展現不同經營成效與發展方向（二）文化意識對學校經營產生顯著影響，尤其在強化族群文化發展的面向，進而促動原鄉實驗教育新風潮四、文化意識、角色踐行與學校經營密切相關（一）文化意識為個體靈性思維模式，導引角色踐行與學校經營的批判思考邏輯（二）文化意識影響角色踐行與學校經營的外在表徵，展現原鄉實驗教育新動能（三）文化意識影響角色踐行，角色踐行影響學校經營

關鍵字

原住民族；女性校長；文化意識；角色踐行；學校經營

並列摘要

The main purpose of this study is to examine the relationships among of cultural consciousness, role performance and school management of indigenous female principal in primary school in Taiwan. In this study applies in-depth interview to analyze the factors that influences cultural consciousness and role performance of indigenous female primary school principals in Taiwan, and explored how cultural consciousness, role performance and school management of indigenous female principal in primary school interacts each other. In this study, researcher interviewed four female primary school principals. Conclusions are shown as follows： 1. Cultural consciousness is affected by family, ethnicity and professional development and results in different life experiences and self-interpretation. (1) Family life experiences foster values and attitudes, and mother’s teaching influence directly on daughters, but father’s teaching influence indirectly. (2)Experiences of tribal life promote positive self-identity, and help ideal with the discrimination and gap of culture. (3) Interpersonal experience of professional development raises not only the struggle of self-conflict, but also strengthening of the cultural identity. 2. Cultural consciousness has the positive effect on role performance, and the challenges of role performance come from parents' expectations. (1) Female traits enhance the positive effect on the role performance, and parents in different regions have different expectations for female principals. (2) Cultural consciousness is merged with the role performance through critical reflection and personality traits. Because of their own ethnic cultural qualities, Female principals are different in effect of the role performance. (3) Cultural consciousness has the implicit effect on role performance, so that enhancing the positive effect on the role performance of principal. 3. When cultural consciousness of indigenous female primary school principal facing the challenges from school management they copy with them through critical reflection assessment and decision-making, hence resulting in different school management effectiveness. (1) Cultural consciousness permeates into the school management by personal inside thinking mode, and different regions present different school management performance and development direction. (2)Cultural consciousness strengthens the development of ethnic culture in the school management, and promotes the new ways of experimental education in indigenous education. 4. The relationship amongst cultural consciousness, role performance and school management Cultural awareness, role practice and school management is closely related. (1) Cultural consciousness can be seen as a personal inside thinking mode that guiding the critical logic of role performance and school management. (2) Cultural consciousness affects the external features of role performance and school management that demonstrates the new positive energy on experimental education in indigenous area. (3) Cultural consciousness affects role practice, and role practice affects school management.