校長多元文化領導策略、教育正義實踐與學校效能之研究

本研究旨在瞭解目前台灣公立國民中小學校長對多元文化領導策略、教育正義實踐與學校效能的看法、具體作為與面臨的挑戰為何？以及探討國民中小學教育人員對校長多元文化領導策略、教育正義實踐與學校效能之關係知覺差異、相關情形，並進一步探討與分析其預測力情形。本研究採用混合研究取徑，質性研究以焦點座談法進行，採用半結構式訪談大綱蒐集資料，研究對象以台中市、南投縣公立中小學十二位校長為對象；量化研究採用問卷調查法，研究對象以台灣地區公立國民中小學教育人員為母群體，依北、中、南、東四區分層隨機抽樣，抽取樣本數總計1,012位教育人員，回收問卷計有735份，無效問卷有19份，有效問卷計有716份。問卷調查所得資料，以SPSS19版統計套裝軟體，進行描述性統計、獨立樣本t檢定、單因子變異數、Pearson積差相關、多元逐步迴歸等統計分析。本研究之主要發現歸納整理如下：一、校長多元文化領導策略、教育正義實踐對於學校效能有其重要性及價值性。二、校長對於多元文化領導策略、教育正義實踐各有不一致的具體作為。三、校長認為多元文化領導策略、教育正義實踐主要的挑戰來自教師的認知、支持以及認同感，其次，家長的觀念。四、國民中小學教育人員在校長多元文化領導策略之整體層面上知覺屬於「高」的程度；在教育正義實踐與學校效能整體層面上知覺屬於「中高」的程度。五、不同背景的教育人員知覺校長多元文化領導策略、教育正義實踐與學校效能各層面有部分顯著差異。六、校長多元文化領導策略、教育正義實踐各層面對整體學校效能有顯著正相關。七、校長多元文化領導策略、教育正義實踐各層面對整體學校效能具有最佳預測力。依據以上之研究發現，本研究對教育相關單位機關、中小學校長與未來研究分別提出建議。

關鍵字

多元文化領導策略；教育正義實踐；學校效能；校長領導

並列摘要

This study aimed at investigating the opinions of Taiwanese public elementary and junior high school principals on multicultural leadership strategies, education justice practice, and school effectiveness dimensions. In addition, the study explored the actions of these principals and the challenges that they face with respect to the three dimensions. Moreover, the researcher studied the perceived difference that school staff have on the correlation between school effectiveness and the multicultural leadership strategies and educational justice practice employed by the principals. The researcher also investigated and analyzed the predictive power that the multicultural leadership strategies and educational justice practice had on school effectiveness. The study adopted a mixed research method. For the qualitative research, the researcher conducted focus group discussions with 12 principals from elementary and junior high schools in Taichung City and in Nantou County by semi structured interview. For the quantitative research, the researcher used the questionnaire survey method and randomly selected school staff from elementary and junior high schools in northern, central, southern, and eastern Taiwan; the sample comprised a total of 1012 school staff members and 735 questionnariers were returned. After removing the 19 invalid questionnaires, a total of 716 valid questionnaire were colected. The researcher performed statistical analyses on the questionnaire data by using descriptive statistics, an independent samples t test, one-way analysis of variance, the Pearson product-moment correlation, and stepwise multiple regression analysis. The results of this study are as follows: 1.The multicultural leadership strategies employed by principals and their educational justice practice exhibited a crucial and valuable effect on school effectiveness; 2. The multicultural leadership strategies employed by the principals and their educational justice practice differed from each other; 3. The principals maintained that the greatest challenge when employing multicultural leadership strategies and educational justice practice come from teacher perceptions. The second challenge comes from the parent perceptions ; 4. The overall perception that school staff have on the multicultural leadership strategies employed by the principals was “high;” the overall perception of the principals’ educational justice practice and school effectiveness was “middle to high;” 5. School staff members of various backgrounds have various perceptions of the multicultural leadership strategies employed by the principals, their educational justice practice, and school effectiveness; several of the differences were substantial; 6. A positive and significant correlation existed between a school’s overall effectiveness and the multicultural leadership strategies employed by principals and their educational justice practice; and 7. The multicultural leadership strategies employed by principals and their educational justice practice demonstrated optimal predictive power on a school’s overall effectiveness. According to the research findings, we offered recommendations to related education institutions, principals of junior and middle schools, and for future research.