攻守取捨之間－臺北市國中校長參與遴選經驗之研究

本文主要在探討臺北市國中校長於參選初任、連任以及轉任校長遴選之原因及其挑戰，並探究校長遴選時的攻守取捨對於後續校務經營之影響。本研究採用質性研究方法，以典型個案抽樣方式選取臺北市八所學校現職校長為研究對象，並運用半結構式訪談法蒐集資料。本研究發現：1.初次參與遴選，以攻代守，獲取親師支持為先；2.連任遴選守捨之抉擇，是在原校繼續打拼，抑或選擇他校另謀出路；3.轉任遴選則有兩類，任期屆滿隨即轉任者，採以攻代守，重新出發；選擇連任之後再轉任者，採進可攻，退可守，唯受邀參選比例較高；4.遴選時的攻守取捨及相關規範都可能對校長領導與校務經營有所影響，包括（1）校長參與校內成員之運作對於校長遴選與校務經營會有所影響（2）教師滿意度做為連任遴選參考依據，對校長領導及施政會有影響（3）遴選制度帶給校長辦學壓力，需兼顧親師期待，還需有所做為與堅持（4）校長對於教師不恰當行為公平處置得罪人，增加下次遴選變數（5）遴選制度下校長推動校務需考慮自身條件，進行改革時需更加謹慎小心（6）校長需以身作則，長期在地投入校務經營，贏得校內外成員信賴與認可。

關鍵字

校長遴選制度；校長領導；校務經營

並列摘要

This study aims to explore the reasons and challenges of junior high school principals participating in reappointment and transfer principal election. It also explores the various strategies and effects on school management.The study adapted qualitative method and typical case sampling to select eight principals from junior high schools in Taipei city, and used semi-constructed interviews to collect data.The findings of this research were: 1. Principals used a conservative method and hoped to gain support from teachers and parents in their first election. 2. The strategies used during reappointment were dependent on their willingness of staying. 3. Transfer election could be divided into two types, an offensive strategy used by those who had fulfilled their term and were waiting for a brand new start; a conservative strategy used when one intended to have reappointment and transfer, but were mostly invited to participate in the election. 4. The influence on school management of different strategies included: (1) The operation of school staff affects the principal election and school management; (2) School satisfaction as the foundation of reappointment affects principal leadership; (3) The election system is stressful to principals as they had to meet the needs of students’ parents and the school staff. They also had to show their persistence and outstanding achievements; (4) Their fair attitudes to inappropriate behaviors of teachers would bring uncertainty to their election; (5) The election system hinders the innovativeness of principals; (6) Principals should lead by personal example and fully focus on winning trust and identification from school management.