幼兒園園長願景領導之研究

The Visionary Leadership of Preschool Directors

廖玟惠(Wen-Hui Liao)

指導教授 ： 曹俊德

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2013年)

摘要

本研究旨在探討幼兒園園長願景領導的歷程、實際情形，及實際情形所面臨的挑戰與其因應策略。本研究選取苗栗縣4所立案且通過公私立幼兒園評鑑特優、優等或甲等幼兒園園長與老師，做為研究對象，依據自編訪談大綱，於101年9月至101年11月進行訪談。
　　根據研究目的，本研究之結果如下：
一、幼兒園實施願景領導之歷程為塑造期、實踐期及回饋與修正期，共三
　　期。
二、幼兒園實施願景領導能促使成員勇於挑戰自己，願意與成員共同努力，
　　提升彼此能力，也能主動關心幼兒園的態度。
三、幼兒園實施願景領導所面臨的挑戰有：大環境不利、教師分身乏術、
　　理念不同。
四、幼兒園實施願景領導面臨挑戰的因應策略有：願景評估與調整、增加
　　成員向心力、利用共享與參與，共三項。
　　根據研究結果，提出幼兒園實施願景領導的建議如下：
一、幼兒園落實願景領導，以協助發展特色。
二、鼓勵成員參與願景建立，以利凝聚共識。
三、暢通幼兒園溝通管道，以增加互動機會。
四、鼓勵成立學習型組織，以提升工作意願。
五、建立支持性關係，以促進園內和諧氣氛。

關鍵字

願景領導 ； 園長 ； 幼兒園

並列摘要

This study investigated the process of visionary leadership and the actual circumstances of preschool directors, the challenges they face, and the coping strategies they have adopted. We selected four preschool registered in Miaoli County, Taiwan that had obtained high marks in private and public preschool assessments. Interviews were conducted using a self-designed interview outline from 2012/09 to 2012/11.
　　The results of this study were as follows:
1. The process of visionary leadership can be divided into a shaping period, implementation period, feedback period, and modification period of three.
2. The implementation of visionary leadership induces faculty members to challenge themselves, enhance their willingness to work with other members, enhance the capabilities of one another, and actively show concern for the attitude of the kindergarten.
3. The implementation of visionary leadership in preschool must overcome three challenges: adversity in the greater environment, the need for teachers to be everywhere at once, and differences in teaching philosophies.
4. The strategies adopted to cope with challenges in the implementation of visionary leadership in preschool include visionary assessment and adjustment, enhancement of solidarity among faculty members, and the use of sharing and participation.
Based on the results of this study, we propose the following suggestions:
1. Visionary leadership in preschool should be implemented with the aim of assisting in the development of specialized characteristics.
2. Faculty members should be encouraged to participate in consensus building.
3. Communication channels in the preschool should facilitate interaction.
4. A learning organization should be established to enhance the willingness of faculty members to work together.
5. Supportive relationships should be built to promote a harmonious atmosphere in the preschool.

並列關鍵字

visionary leadership ； preschool ； director

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