我國中小學校長培育政策工具之研究

A study on educational policy instruments for principal preparation of primary and secondary schools in Taiwan

周仁尹

指導教授 ： 梁恆正

國立臺灣師範大學/教育學院/教育學系/博士(2007年)

摘要

本研究探討有關我國中小學校長培育政策工具，期能提昇校長專業品質，保障學生學習權益，提昇國民教育品質，活化國家整體競爭力。根據研究動機與目的，本研究從文獻探討中獲致我國中小學校長培育及教育政策工具的架構，從文獻分析、訪談、個案研究及問卷調查之研究發現，藉以分析中小學校長培育政策工具的類型、內容與實際運作情形，最後提出研究結論與建議。
依學校規模採立意取樣方式，選取100所國民中小學，寄出1000份問卷，回收838份，回收率為83.8％，有效問卷826份，回收可用率98.57％，以SPSS for window12.0版套裝軟體軟體處理原始資料及資料分析。根據分析架構，回應待答問題，提出以下結論：
壹、目前我國中小學校長培育政策，在多元的工具類型中，以能力建立工具內容最豐富，其中又以資訊溝通工具最具影響力。
貳、目前我國中小學校長培育政策工具，已從公費培育逐漸轉向採取使用者付費的趨勢，且朝向委託方式辦理校長培育。
?、目前我國中小學校長培育制度在課程規劃方面，逐漸重視臨校實習與師傅校長制度之規劃，且大部份師資培育機構所設置校長中心或校長學分班也朝向以師傅校長制度為重點。
肆、目前我國各縣市中小學校長培育制度中，分別採取不同的獎勵、補助及特殊資格保障及系統改變等政策工具，以符合縣市及學校本位需求。
伍、目前我國各縣市中小學校長培育制度中，普遍作為校長培育的基本政策工具項目，包括：績效管理、專業證照、論述技術、社會化工具等。而「能力建立政策工具之影響」依其重要性前五項包括：培養校長專業知能、建立校長專業規準、建構政策社群組織、溝通傳達政策目標、進行有效政策論證。
本節根據研究結論，對教育行政機關、校長、學校教師及未來研究之建議如下：
壹、目前我國中小學校長培育制度尚乏專業指標，亟需建立校長培育專業指標，作為有效推動校長培育之規準。
貳、為能符合校長甄選所需各項基本的專業條件，應加強校長培育前各項績效管理能力所佔之比重。
?、為能滿足校長職務各階段專業發展之需要，應儘速建立校長專業證照制度，規劃彈性的培育課程。
肆、為能建立我國中小學校長專業培育制度，亟需設置國家層級校長培育研究機構，從事中小學校長培育政策工具的研究。
伍、為因應全球化變遷快速的教育改革，校長培育必需回應社會各界之期待，各縣市政府應靈活而彈性運用多元的政策工具，並建立有效的後設評鑑機制，提高校長培育之品質。
陸、未來有關政策工具之研究，應在研究方法與對象做適度擴充，以求建立更完備的政策資訊。

關鍵字

校長培育 ； 政策工具 ； 政策工具類型 ； 能力建立工具

並列摘要

This study examines the applicable educational policy instruments on the preparation for primary and secondary school principals in Taiwan. Based on the findings, the researcher indicates several effective approaches which could exalt principals’professionalism and leadership, protect students’learning rights, promote the capability of socialization, enhance the quality of education nationwide and publicize international competitiveness.
100 schools were randomly selected nationwide for quantitative study according to their scale and type. 1000 questionnaires were sent out; 833 returned for data processing by the software SPSS for window version 12.0. The summary of the research findings is as follows:
1.Among the current policy instruments for principal preparation, capacity instrument is widely utilized, while the communication instrument is the most influential.
2.Currently funded by the state, the principal preparation programs are in transition to charging candidates and outsourced to other institutes.
3.Internship and mentor programs gradually gain the attention in the curriculum design of principal preparation. Most principal preparation programs under teacher education institutes plan to emphasize on mentor-mentee program.
4.Various incentives, funds and minority programs are in place for principal preparation to meet the needs for local counties and schools.
5.The fundamental policy instruments in the current 1-12 principal preparation system include but are not limited to: accountability, certificates, research capability, and socialization.

Based on the research finding, the following suggestions are made for educational administration, principals, and teachers, as well as for future studies:

1.Standardized evaluation criteria, currently missing, are required for effective principal preparation.
2.Accountability of a principal should be evaluated at a higher level prior to principal preparation to adequately meet all professional requirements for principal selection.
3.Certification is urgently in need to design more flexible curriculum for principal preparation and professional development.
4.A state-level organization is necessary to study educational policies on principal preparation, in order to provide objective suggestions to improve principal preparation programs.
5.Local counties should apply various policy instruments, build more effective evaluation mechanisms post principal preparation to raise the program quality of principal preparation and respond to the needs of the ever-changing society.
6.For future studies, other research methodologies and a more inclusive study group can be adopted to create more robust data for analysis.

並列關鍵字

principal preparation ； policy instrument ； types of policy instruments ； capacity instruments

參考文獻

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