南投縣國民小學主任工作困境與轉化學習歷程之研究

十二年國教即將實施之際，因應教育現況改變，學校主任往往必須要擔任教師與行政人員等多重角色，而形成工作困境。本研究旨在探討受訪者使用轉化學習理論解決工作困境之歷程，以此做為轉化學習理論之本土實徵研究。研究者採深度訪談方式來蒐集八位在南投縣國民小學服務主任所遇到工作困境內涵與轉化學習歷程之資料。將所收集資料進行分析整理歸納研究結果，並以多位分析者三角檢證考驗研究信實度。根據研究結果的分析與討論可知，南投縣國民小學主任工作困境內涵具有四個層面，分別為個人、組織、政策、及其他因素。個人因素所引發的工作困境有工作負荷重，每天疲於奔命；專業職能不足，不易達成任務：人際互動複雜，降低溝通成效；理想與現實有差距，造成個人內在衝突。組織因素為未盡領導之責，導致管理效能不佳：受限於上級壓力，較難施展個人理念；組織結構不健全，提高領導管理困難度。政策因素為教育環境資源不足，影響行政與教學效能；政策制度不完善，不利政策推動結果。其他因素為，抉擇困難；行政倫理兩難，難以全面兼顧。受訪者面對工作困境轉化學習四個歷程分為，醞釀觸發期（受訪者長期經歷工作困境中觸發事件醞釀產生轉化學習的條件）、反思探索期（受訪者根據觸發事件反思工作困境的成因）、自我整合期（受訪者透過反思產生面對工作困境的新觀點）、及行動實踐期（受訪者將新觀點轉化為行動解決工作困境）。南投縣國民小學主任對工作困境所進行的三種反思類型為，其一，內容反思用在檢視引發「工作負荷重」和「專業職能不足」的工作內容；其二，過程反思則在從過程思考「欠缺專業師資引導教師進修」和「組織缺乏人力配置」等問題形成；其三，前提反思則重新檢視困境形成是否因為違反「回歸教育本質」、「兼顧行政教學成效」、「同理不同對象需求」、「制訂與落實永續教育政策」、「確認中階管理者角色定位」等前提。歷經反思過程，並整合新觀點後所採取因應方式則是，以換位思考找出衝突點，和透過增能學習解決專業職能不足，解決個人因素所引發的工作困境；善於運用外力，勇於面對上級要求，以解決組織因素所引發的工作困境；釐清教育政策內涵與職務關係，爭取資源以推展校務，解決政策因素所引發的工作困境；從透過溝通協調兩造衝突，採取折衷辦法解決兩難困境，以解決其他因素所引發的工作困境。研究者根據研究結果提供教育主管單位、國民小學校長、國民小學主任以及未來相關研究等建議。

關鍵字

轉化學習；國小主任；工作困境

並列摘要

At the time of implementation of the 12-year Compulsory Education, in order to respond to changes in the current state of education, directors of division in schools are usually in a dilemma because of playing multiple roles, such as teachers and administrators. The purpose of this study was to explore the process of work dilemma solving from respondents with the theory of transformation learning, and regarded it as a local empirical study of the theory of transformational learning. Researchers used in-depth interviews method to collect information on the connotation of work dilemma and transformation learning process from 8 directors of division in elementary schools who were serving in Nantou Elementary School. The collected data were analyzed and summarized into research results, and the reliability of the research was verified by a triangular test of multiple analysts. According to the analysis and discussion of the research, the work connotation of directors of division in Nantou Elementary School, which could be divided into four parts, were personal, organizational, policy, and other factors. Personal factors, such as heavy workload driven to exhaustion; lack of professional functions caused the work connotation; the complex interpersonal realtionship caused the low communication effectiveness; and personal internal conflicts. Organizational factors were poor administrative leadership casued the low magenment effectiveness; the pressure of superior casued the low work performace; and incomplete organizational structure to decrease the difficult of magement. Policy factors were insufficient resources for educational environment caused the low administrative and teaching effectiveness; and imperfect policy systems caused to the unfavorable policies drive results . Finally, other factors were multiple role conflicts and administrative ethics dilemmas let they difficult to comprehensively. There were four courses of transformative learning while the respondents facing working dilemmas, which were the period of gestation and catalysis (Respondents had experienced the work dilemmas for a long time, triggering events and brewing the conditions for conversion learning), the period of reflection and exploration (Respondents reflected on the causes of work dilemmas based on trigger events), the period of self-integration (Respondents had new perspective on work dilemmas through reflection), and the period of integration and action (Respondents turned new ideas into action to solve work dilemmas). The three types of reflections on the work dilemma of directors of division in Nantou Elementary School were: (1) reflection of content was used to examine the work content that causes "heavy workload" and "insufficient professional functions"; (2) reflection of process was formed from the process of thinking about "lack of professional teachers to guide teachers to learn" and "organization lacks manpower allocation"; (3) reflection of premise re-examined whether the formation of dilemmas was due to violations of "the nature of returning to education", "considering the effectiveness of administrative teaching", "empathizing needs of different objects", "developing and implementing sustainable education policies", or "confirming the role of middle-level managers". After taking a reflection and integrating new ideas, the coping methods were to find out the conflict points by empathy, solved professional problems caused by personal factors through enhanced learning, and solved work dilemmas caused by personal factors; Made good use of external forces and be brave enough to face the requirements of superiors to solve the work dilemmas caused by organizational factors; Clarified the relationship between education policy and job title, striving for resources to promote school affairs, and solved the work dilemmas caused by policy factors; Mediated conflicts through communication and coordination, adopting a compromise approach to solve the work dilemmas caused by other factors. Based on the results of the research, the researcher provided advice on educational authorities, principals of elementary school, directors of division in elementary school, and future research.