學校行政對話權力及其對學校革新影響之研究

The Power of dialogue in school administration and the influence on school change

張馨怡

指導教授 ： 黃乃熒

國立臺灣師範大學/教育學院/教育學系/碩士(1999年)

摘要

本研究旨在探討學校行政對話現況、學校行政對話權力運用現況、學校需要革新之處、學校行政對話權力對學校革新的影響，以及促進學校行政對話權力運用的條件。為達以上的研究目的，首先進行相關文獻的探討，其次採用質化取向的個案研究，亦即以訪談、會議觀察及文件蒐集的方式，針對幸福國中（化名）之學校成員，包括校長、教師及行政人員等進行研究。
最後，根據資料分析與結果的討論，歸納結論如下：
一、校長以授權的領導風格營造和諧的學校氣氛。
二、學校成員的對話態度因階層角色而有不同。
三、大型學校的成員對話不易，難以達成溝通共識。
四、行政人員與教師的隔閡關係影響雙向對話的機會。
五、教師個人利益問題影響對話關係與氣氛。
六、學校成員缺乏對「教師角色」共同意義的建構，影響對話關係。
七、學校開放討論的空間，使學校成員以合作的方式解決問題。
八、學校成員在對話中，以相互學習匯集行動能量，共同因應教育改革的潮流。
九、學校成員在對話中，以承擔責任匯集行動能量，凝聚教師的力量。
十、學校成員在對話中，以自我反省匯集行動能量，指引個人及學校未來發展的方向。
十一、學校行政對話權力對學校革新的影響性：
1.協調教師與行政人員的關係。
2.提昇學校行政人員的專業能力。
3.促進學校教師的專業成長。
4.增進學校調適環境變遷的能力。
5.增進學校成員的認同感與凝聚力。
十二、促進學校行政對話權力運用的有效條件：
1.學校成員秉持平等地位的觀念。
2.學校成員去除自我中心與本位主義的思考。
3.凝聚學校成員的向心力與共識。
4.為學校成員規劃無壓力的空間與共同的時間。
5.學校成員營造不涉及利害關係的氣氛。
根據研究結論，研究者提出以下的建議。
一、對學校領導者的建議：
1.校長應授權賦能。
2.校長應帶領學校成員瞭解革新的需求，並從對話中建立共同遠景。
二、對學校成員的建議：
1.學校成員應進行心靈再造。
2.運用對話權力重新建構教師與行政人員的關係。
3.以「學校行政人員專業化」為行政理念的指引。
4.使教師會成為學習型組織。
5.在會議中充分發揮對話權力的影響力。
三、對教育行政機關的建議：
1.建立學校行政人員專業化的培訓制度。
2.將「對話權力」及「授權領導」的概念作為校長研習的主題。
3.在教師進修的課程內容中，規劃「學習型組織」的主題。
四、對師資培育機構的建議：讓職前的實習教師瞭解對話權力的重要性與影響力。

關鍵字

對話權力 ； 學校行政對話權力 ； 學校革新

並列摘要

The purpose of this study is to explore the situations which school staff dialogue, the situations which school staff use the power of dialogue, what school must change, the power of dialogue in school administration influence school change, and the conditions which urge school staff to use the power of dialogue. In order to reach these purpose, the first step was to do the literature reviewed, and secondly used case study on the research method. The data were being collected through meeting observations, interviews, and relative documents analysis. The study carried out observations and interviews on principal, administrators, and teachers in a junior high school.
According to the analysis of data and discussion, the conclusions were synthesized as follows.
1.The principal's empowerment can creat harmonious atmosphere of dialogue in school.
2.The attitude of dialogue of school staff is different because of the job positions.
3.It is difficult for those staff in the large school to communicate with each other.
4.The teacher-administrator relationship is not close, so affect the chances of dialogue.
5.Teacher`s personal interest influences the relationship and atmosphere of dialogue.
6.School staff lacks constructing the meaning of teacher`s roles, so influence the atmosphere of dialogue in school.
7.School open the space of discuss can make school staff resolve school problems in cooperative way.
8.School Staff cope with the fashion of education reform together by studying each other in dialogue.
9.School Staff must undertak responsibilities in dialogue in order to condense teacher's agency.
10.School Staff can understand future direction of school by self-examination in dialogue.
11.The influence of power of dialogue in school administration on school change.
(1)Coordinate the relationship of administrators, teachers,and parents.
(2)Enrich school administrator's profession.
(3)Foster teacher's professional development.
(4)Enhance the ability of school adapting to the change of environment.
(5)Make school staff identify with school.
12.The conditions which provide school staff to use the power of dialogue.
(1)School Staff should have the conception of equal status.
(2)School Staff should discard the thought of egoism and departmentalism.
(3)Condense the centripetral force and thoughts of school staff.
(4)Arrange communal time and the room which it is not oppressive.
(5)Ceate harmonious atmosphere in school.
Based on the results above, the suggestions were as followed.
1.For school leaders, they should
(1)Empower staff in school.
(2)Establish school communal vision through dialogue with shool staff.
2.For school staff, they should
(1)Reorganize their mental models.
(2)Reconstruct the teacher-administrator relationship by usingthe the power of dialogue.
(3)Make "school administrator's professionalization" as the guide of administrative concept.
(4)Build teacher-professorate as a learning organization.
(5)Make the power of dialogue have influences at school meetings.
3.For educational authorities, they should
(1)Establish the system of school administrators professionalization.
(2)Make the theme of empowerment and power of dialogue as the principal's study.
(3)Arrange the theme of learning organization in curriculum content of teacher's in-service training.
4.For the Training Institudes of intern teachers, they should make the intern teachers understand the important of power of dialogue and it's influences on school.

並列關鍵字

the power of dialogue ； The Power of dialogue in school administration ； school change

參考文獻

王淑俐（民83）。現代教師溝通的迷思與障礙。師友月刊，第328期，頁

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