臺北縣市高級中等學校衝突管理之研究

The Study of Conflict Management in High Schools in Taipei Area

簡麗賢(Li-Hsien Chien)

指導教授 ： 張明輝博士

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2003年)

摘要

摘 要
本研究的目的在於了解臺北縣市高級中等學校衝突的一般情形及衝突管理的現況，探討影響衝突管理策略的一般因素及衝突管理的結果，並進一步分析不同背景變項所形成的差異。最後根據研究結論，提出建議作為學校衝突管理的參考。
為達到研究目的，本研究兼採文獻分析、問卷調查與訪談等方法。首先，透過文獻分析，探討衝突管理的理論及相關研究；其次，依據文獻探討的結果，編製「臺北縣市高級中等學校衝突管理調查問卷」，進行調查研究，藉以了解臺北縣市高級中等學校衝突管理的現況；第三，根據文獻探討的結果，架構訪談大綱，進行學校校長、主任之訪談；最後根據研究結論，提出具體建議。
本研究的調查對象為臺北縣市高級中等學校之校長與主任，共發出問卷250 份，問卷採SPSS for Windows 10.0版統計套裝軟體進行統計分析。訪談對象為服務於臺北縣市高級中等學校的4位校長與6位主任，共10所學校，10位受訪者。
綜合調查研究的發現與訪談結果，歸納以下結論：
一、臺北縣市高級中等學校成員衝突次數不多，發生衝突機會較多的成員是學校的行政人員與行政人員，且其衝突的原因以「角色或責任歸屬不清或權責不明確」及「不適宜的語言、態度或行為」最常見。
二、人際衝突的原因一部分來自溝通不良與不適宜的語言、態度或行為，因此造成無效的溝通。學校成員若能具備良好的溝通技巧與情緒管理，適度學習傾聽與同理心，具備良好的口德，應可減少衝突。
三、女性行政主管比男性主管更強調學校成員因為不適宜的語言、態度或行為而容易引起衝突。女性行政主管比男性主管更強調學校成員會因溝通技巧欠佳，造成誤會釀成衝突。
四、行政主管處理學校成員間的衝突最常使用合作型的管理策略，最少使用競爭型策略。行政主管在處理自己與成員間的衝突時，可能交互運用五種策略，但最常使用合作型衝突管理策略。
五、行政主管普遍認為「個人因素」、「衝突情境因素」及「衝突結果因素」等三項，對於運用衝突管理策略時皆具有一定的影響力。其中以「衝突結果因素」的影響最大，最主要以團體和諧為優先考量。
六、行政主管認同衝突管理後，能對學校組織氣氛、決定品質與團體績效產生正面、積極的結果，使學校的溝通管道暢通，同仁更勇於表達意見；衝突使學校同仁的意見得到充分的重視；衝突促使學校提高作決定的品質；衝突使多方意見得以融入，達成的結論容易被接受，有助於達成教育目標。
七、學校行政主管的衝突管理認知大部分來自實務經驗累積、閱讀及參加研習等管道。
關鍵字：高級中等學校、衝突管理

關鍵字

高級中等學校 ； 衝突管理

並列摘要

A Study on Conflict Management in High Schools
in Taipei Area
Li-Hsien Chien
Abstract
The purpose of this study is to understand current conflict conditions and conflict management strategies of high school in Taipei area. Based on previous literature review and research of conflict management,this study attempts to examine the elements of influencing school conflict management strategies and provide practical implications and recommendations for future conflict management in school administrative systems.
The thesis consists of three major parts. The first part is the review of literature on conflict management theories and studies. The second part based on the literature review, research questions were formed. Both quantitative and qualitative methods are employed in order to increase the validity of these findings. A questionnaire to 250 administrative staffs of high school and the semi-structure interviews to key informats（including four principals and six administrators）were conducted. The third part, conclusions and implications are provided.
Seven points of conclusion can be derived from analyzing the questionnaire survey results and the interviews.
1. There are a relatively low number of conflicts among the staff in high schools in Taipei area. Most of these conflicts occur among the administrative staff, resulting from unclear ideas of their respective roles or responsibilities, and improper language, attitude, or behavior.
2. Interpersonal conflicts occur partly because of bad communication and improper use of language, and thus communication breakdowns result. A possible and feasible way to decrease such conflicts is for the school staff to acquire better skills in communication and emotional management. They should also learn to listen, empathize, and use decent language.
3. More women than men on the major administrative posts consider conflicts among school staff result from improper language, attitude, and behavior, and unpolished communication skills as well.
4. The school administrators employ most often the cooperative management strategy while settling conflicts among school staff, and least often the competitive strategy. They may use the five strategies interchangeably when settling conflicts between themselves and the school staff, but the cooperative strategy is most often used.
5. Most school administrators consider the “personal factor,” the “factor of circumstances (in which the conflict occurs),” and the “result factor” influence their decisions in choosing suitable conflict management strategies. Of the three factors, the “result factor,” which has a lot to do with the final results brought about by the strategy utilized, is most influential since their priority in conflict management is to achieve harmony in the organization.
6. The administrators agree that the atmosphere in the organization, the decision-making, and the efficiency and performance levels improve greatly after conflict management is conducted.There is better communication in the school, and the school staff are more willing to voice their opinions.Conflicts put the opinions of the school staff in the focus and the school administration has to improve the quality of decision-making. Conflicts help bring in opinions from different parties to be considered, adapted, and adopted, and therefore the conclusions reached are more acceptable to all. This helps in achieving the school’s goals in education.
7. The school administrators’ knowledge of conflict management is acquired mostly through accumulation of experience, reading, and attending seminars and workshops.
Key words：high school,conflict management

並列關鍵字

High School ； Conflict Management

參考文獻

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