國民中學校長授能領導之研究

A Study of Empowering Leadership for the Junior High School Principals

張心怡(SHIN-I JANG)

指導教授 ： 謝文全 博士

國立臺灣師範大學/教育學院/教育學系/碩士(2000年)

摘要

摘 要
本研究之主要目的，在於探討授能領導之內涵，包括授能領導之意義、功能、相關理論、步驟、原則與做法、困難與解決途徑等，並了解目前國民中學校長運用授能領導之現況及意見，最後再依據研究結論，提出改進國民中學校長領導之具體建議。
為達成上述目的，本研究兼採文獻分析、問卷調查以及訪談調查三種研究方法。首先透過文獻分析的方法，探討授能領導之內涵，以了解授能領導之意義、功能、相關理論、步驟、原則與做法、以及困難與解決途徑；其次，依據文獻探討之結果，編製「國民中學校長授能領導調查問卷」與「國民中學校長授能領導訪談大綱」，進行調查與訪談研究，藉以了解目前國民中學校長運用授能領導之現況，以及國民中學學校教育人員對於校長運用授能領導之意見。最後根據研究結論，提出具體建議。本研究調查與訪談對象為台北市與台北縣公立國民中學之學校教育人員。在調查研究部份共抽出51所學校，發出691份問卷，實得有效樣本560份。問卷處理採用SPSS for Windows統計套裝軟體進行統計分析。
綜合文獻探討、問卷調查以及訪談調查所得之資料，得到以下結論：
一、 授權與賦能對國中校長達成有效領導而言確有其重要性。然目前國中校長在確實做到授能領導之程度並不算很高，仍有加強與改進之空間。
二、 校長運用授能領導主要應掌握尊重信任成員、授權並使權責相稱等等重要原則方易促其達成。然目前國中校長雖大致做到這些原則，惟尚未能充分地實踐這些原則。
三、 校長運用授能領導可實施之做法很多。就目前國中校長而言，以在「與成員訂定卓越標準以激發潛能」原則方面之做法整體達到程度為最低。
四、 校長運用授能領導應可發揮激發成員潛力與創造力等等多重功能。然目前國中校長在實際發揮授能領導功能之程度並不算高。
五、 校長在運用授能領導時可能會遇到本身角色轉變、無法有效激發成員意願等等之困難。就目前國中校長而言，其面臨之主要困難為授能領導之相關制度與資源之不完備、成員缺乏授能之意願等。
六、 面臨授能領導之主要困難，領導者可以藉由改變本身心態等等解決途徑以因應之。然就目前國中校長而言，主要可藉由增加與成員溝通互動機會以提升彼此信任程度方面來著手進行改善。
七、 就目前國中校長在授能領導之重要性、原則、做法、功能等方面的實際做到程度而言，校長自認為做到之程度，均高於主任組長或教師們所知覺到之程度。
八、 整體來看，就目前國中校長在確實掌握授能領導原則、落實授能領導做法與發揮授能領導功能等方面之實際達成程度而言，均仍有待改進之空間。
依據研究結論以及研究者之意見，對國中校長運用授能領導提出下列建議：
一、 對教育行政機關之建議
（一） 建立健全之授能領導相關制度，充分提供相關支援與服務。
（二） 規定或鼓勵校長之養成教育與在職進修應增加授能領導之相關培訓課程與訓練。
（三） 加強宣導授能領導之主要理念，辦理校際交流與觀摩，以利各校經驗傳承與分享，減少新手不必要的摸索時間。
二、 對校長之建議
（一） 應有效激發成員之配合意願，以提升授能領導之效果。
（二） 校長與成員對彼此之權限皆應有所明瞭，以減低授能領導過程中之不必要之誤解與衝突。
（三） 校長應增加與學校成員溝通互動與深度匯談之機會，以縮短彼此認知差距，共同建立授能領導之願景。
（四） 授權與賦能同為授能領導中二項重要之要素；然就目前國中校長運用授能領導而言，宜再加強「賦能」之部份。
（五） 主動建立學校與社區間良好的互動關係，促使資源之相互交流與分享，以利授能領導之有效達成。
三、 對學校成員之建議
（一） 應強化自我時時反省、不斷學習之能力，檢視本身能力不足之處並即時予以補強，以達授能領導之目的。
（二） 應加強溝通協調能力並提升自我挫折容忍度，支持並配合校長實施授能領導。
（三） 學校成員應將卓越績效標準之達成與個人之生涯規劃作一結合，以利授能領導功能之發揮。

關鍵字

授能 ； 授能領導 ； 授權

並列摘要

A Study of Empowering Leadership for the Junior High School Principals
Abstract
The main purpose of this study is to explore the connotation of empowering leadership, inclusive of the meaning、functions、related theories、steps、principles、specific ways、difficulties and ways of improvement about empowering leadership, and to understand the current situation and public opinions of empowering leadership used by junior high schools’ principals. Based upon the research findings, proposals and recommendations are thus to be offered for the improvement of principal leadership of junior high school.
In order to achieve the above-stated purposes, this study adopted the methods of literature analysis、questionnaire and interview investigations. First, the researcher probed into the connotation through literature analysis so as to understand the meaning, functions, related theories, steps, principles, specific ways, difficulties and ways of improvement about empowering leadership. Second, the researcher used” Questionnaire for Empowering Leadership of Junior High School Principals” and “Interview Outlines for Empowering Leadership of Junior High School Principals” to understand the current situation of empowering leadership used by principals of the junior high schools and the opinions from the school staff for this topic. Finally, the researcher offered substantial suggestions based upon the conclusions of this study. The subjects of this study are the school staff in public junior high schools in Taipei City and Taipei County. A total of 51 schools are selected and questionnaires of 691 copies are dispatched. The effective samples acquired are 560 copies. These data are analyzed through statistical packaging software “SPSS for Windows”.
From the data of literature analysis, questionnaire and interview investigations, the conclusions are as follows：
1. Both delegation and enablement are important for effective leadership. Principals of junior high school at present have improvements of actualizing empowering leadership.
2. Empowering leadership for the principals of junior high school should obey the main principles of respecting and trusting staff、delegating the equal responsibility etc..Principals of junior high school at present have actualized these principles though, they haven’t practiced them to the full.
3. There are numerous specific ways of empowering leadership for the principals to employ. The specific ways of the principle” set the challenging but attainable goals to inspire staff’s potential ” are at the lowest achieving degree for the principals of junior high school at present.
4. Empowering leadership for the principals is able to bring into multiple functions, such as inspire staff’s potential and creativity. However, the degree of actualizing the functions of empowering leadership for the principals of junior high school hasn’t attained to the high range at present.
5. Some difficulties may exist in the empowering leadership, such as transform leaders’ roles, or unable to promote staff’s willingness effectively. For the principals of junior high school at present, the main difficulties they meet are：lack of the related systems and resources、lack of staff’s willingness of being empowered …etc..
6. Facing the main difficulties of empowering leadership, leaders can take several ways of improvement such as change their minds …etc.to solve them. For the principals of junior high school at present, the main way of improvement is to create more chances for communication so as to enhance the degree of mutual trust between principals and staff.
7. At present, the degree of actualizing empowering leadership that the principals perceived is higher than that the school staff perceived in the parts of the significance、principles、specific ways and functions of empowering leadership.
8. At present, principals of junior high school have improvements in actualizing the principles、specific ways and functions of empowering leadership.
According to the results of the study, the following suggestions are offered for the improvement of empowering leadership for the junior high school principals：
1. As to the educational authorities, they should
（1） establish the related systems of empowering leadership and offer the needed supports and services.
（2） stipulate or encourage the related curriculums and trainings of empowering leadership in the pre-service and in-service education of the principals.
（3） advertise the main ideas of empowering leadership and hold the demonstrations between schools for exchanging and sharing experiences.
2. As to junior high school principals, they should
（1） promote willingness of staff so as to enhance the effectiveness of empowering leadership.
（2） make staff understand each other’s power and responsibility clearly so as to decrease the unnecessary misunderstandings and conflicts might happened during the process of actualizing empowering leadership.
（3） increase the chances for communicative interactions and deeply dialogue so as to shorten the cognitive distance of empowering leadership and establish the shared visions together.
（4） enhance the “enablement ” part of empowering leadership because delegation and enablement are both important for empowering leadership.
（5） establish well-operated interactive relationships with communities actively so as to make needed resources available and exchangeable.
3. As to school staff, they should
（1） develop the abilities of reflecting and continuously learning.
（2） develop the abilities of communicating and coordinating；enhance the tolerance of setbacks and support empowering leadership.
（3） connect the challenging but attainable goals within one self’s career planning.

並列關鍵字

empowerment ； empowering leadership ； delegation

參考文獻

王如哲（2000）。知識管理與學校教育革新，載於國立台灣師範大學教育學系主編：教育研究集刊，45輯，頁35-55。

王麗雲、潘慧玲（1999）。教師增權擴能概念與實施策略研究，載於教育行政論壇第五次研討會會議手冊，頁159-183。

王麗雲、潘慧玲（2000）。教師彰權益能的概念與實施策略，載於國立師範大學教育學系主編之教育研究集刊，44輯，頁173-198。

張明輝（1999）。學校教育與行政革新研究。台北：師大書苑。

張慶勳（1997）。學校組織轉化領導研究。高雄：復文。