一所非學校型態實驗教育機構校長正向領導行為之個案研究

本研究係以臺北市一所非學校型態實驗教育機構為個案研究的對象，探討個案實驗學校校長的正向領導特質，亦探討個案實驗學校校長的正向領導策略與作為情形，最後，探討個案實驗學校校長透過正向領導對於組織內、外部的影響。本研究採個案研究法進行深入研究，運用半結構訪談、文件分析以及省思的過程進行分析。以下為本研究主要發現：一、個案學校校長的成長背景與經歷，加上多元化的教育型態，反映出其不同面向的領導模式，以「利他型領導」中的正向領導為主要領導方式，以正向作為帶出超出預期的正向影響。二、個案學校的領導策略和作為受到內部情境影響，是以，個案學校的學校結構特性：規模、成員組成、分工架構；學校願景理念：目標價值、課程與教學影響個案學校校長的正向領導施為。三、以正向領導策略五構面：正向資本、正向關係、正向溝通、正向意義、正向氛圍，細究個案學校校長的策略和對於組織內、外部的影響。個案學校校長及任職該校的教師所擁有教育願景、理想，得以在個案學校中實踐，從中獲得正向資本。四、個案學校校長透過長時間與成員相處，調整其領導者的姿態，放下身段，給予成員生理、心理等支持，並從傾聽中同理成員的感受，引導成員能夠反思學習，產生自我回饋，感受到賦能感，因而建立正向關係與達到正向溝通。五、個案學校校長從與利害關係人交流中獲得正向資本，持續進行正向關係與正向溝通的施為，使得利害關係人與所處的環境產生正向意義與正向氛圍，透過正向氛圍的營造，促進更高層次的正向意義，為動態加乘循環。本研究根據上述研究發現，分別對個案學校、體制內學校提出建議及後續研究之參考。

關鍵字

非學校型態實驗教育機構；校長正向領導行為

並列摘要

The research, in which a non-school-based experimental education institution in Taipei City is examined as the case study subject, aims to discuss positive leadership of its principal with aspects ranging from personal quality, strategies, outcomes as well as impacts on the internal and external areas of the institution. To provide in-depth content, the adopted method based on a case study includes semi-structured interviews, documentary analysis, and reflections. As for the five key findings, they are consecutively expanded as follows: 1. Resulting from the personal background and experience, along with diverse educational approaches, the principal in the case displays different types of leading method, while the predominant one tends to be positive leadership – part of “altruistic leadership” – which leads to a significant amount of positive influence through positive behaviors. 2. The leading strategy and practice of this educational institution are affected by the internal situation. Therefore, the positive leadership approach adopted by the principal seems to be affected by several features of the institution such as scale, membership, departments, core values, objectives, courses, and teaching styles. 3. According to five-dimensional models of positive leadership – Positive Psychological Capital, Positive Relationship, Positive Communication, Positive Meaning, and Positive Atmosphere - impacts brought by the principal on the internal and external areas of the institution are closely analyzed. It is believed that the principal and teachers can fulfill their educational ideals or visions in the institution and consequently reap positive psychological capital. 4. The principal usually spends time with all the personnel, willing to humble herself as a leader, providing both physical and mental support, and expressing sympathy for institutional members by carefully listening to their needs. Additionally, she can offer subordinates guidance, making them learn from self-reflection and feel empowered. Then, as a result, positive relationships and positive communications emerge. 5. The principal can gain positive psychological capital from interacting with stakeholders and in the meantime, continue to build positive relationships and make positive communications with them. Subsequently, it enables stakeholders to generate positive meaning and positive atmospheres in the surrounding environment. And due to the establishment of a positive atmosphere, a higher level of positive meaning can be attained, which should be regarded as a dynamic virtuous circle. Based on the findings mentioned above, this study is able to give suggestions to the institution and schools within the ordinary system and be references for any related follow-up research.

並列關鍵字

non-school-based experimental education institution ； principal’s positive leadership behavior

參考文獻

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一所非學校型態實驗教育機構校長正向領導行為之個案研究

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