一位女性國中初任校長生命史之批判詮釋學對話

本研究旨在以批判詮釋學對話的觀點，探討一位女性國民中學初任校長生命史的發展：從起心動念考校長到儲訓實習階段，經過遴選上任至初任校長一年間的心路歷程；同時透過批判詮釋學對話，了解在各歷程轉折時，所面臨的情境與因應方式，並透過自我的反思，為未來尋求更好的展現方式；希望藉此鼓勵傑出女性教師勇於突破本身性別的限制，以自身特質的展現實力，喚起女性主體的意識，朝更佳的教育環境前進。研究結果發現：在主角生命史中，受家庭及學校教育影響大，傳統與現代兩股力量交結，蘊涵著形成女性校長柔和但堅毅特質的養分，加上不服輸的特性，在沒有預做校長職業生涯規劃下，一路從代課教師走上主任、校長之路。在校長儲訓班中，透過師傅校長的典範與個人特質分析，拼湊產生理想校長的圖像；在實習歷程中，逐步釐清對校長角色的認知，並產生對校長身份的認同。遴選時，第一次，面對自我錯誤評估與外部關係不足的衝擊，以正面思考調適，第二次，面對家長會與教師會意見相左以及第三勢力介入的衝擊，獲選後以謙遜、溝通、服務的態度化解衝突。在女性國中初任校長的自我定位上，擔任資源意見的整合者、教學熱誠的激發者及績效責任的承擔者三方面，因女性特質的融入，自我定位較明確，在教育新知的服務者、學校願景的領航者方面，因對校務的不熟悉，仍待加強。在女性國中初任校長校務發展的挑戰上，共分為家長會長的參與、舊勢力的抗拒、外在勢力的介入、與廠商的互動、小團體的掣肘、資源的缺乏、校園文化的塑造、與長官的互動、家長的拉力、教育政策的衝擊等十個層面。

關鍵字

初任校長；國中女性校長；生命史研究；批判詮釋學；校長培訓

並列摘要

The dissertation aims to study the life story of a novice female principal of a junior high school from the perspective of critical hermeneutic dialogue. Her life story is starting from her first thought of taking the principal’s exam. The second stage is her pre-service training of the novice principal. The third stage is her first year experience of being a female principal. Critical hermeneutic dialogue serves as the methodological foundation and thus this research can explore a female principal’s experiences and coping strategies in these different stages of life story. This research is seeking a better way of demonstrating a life story of one female principal via self-reflection. The ultimate goal of this research is to encourage excellent female teachers to fully develop their potential and ability and do not be restricted by their natural gender. To inspire female teachers’ subjectivity and self-consciousness and pursue a better education environment. This research discovers the following findings. First of all, the life story of this female principal is largely influenced by her family and school education. The cross-connected power of tradition and modern nurtures her tender and persistent attitude. Second, her character of unwilling to succumb to defeat, she went through a career development path of being a substitute teacher, a director, and then finally being a principal. These are all out of her expectation. Second, in the principal training class, she learned a lot from the examples of master principals and the analyses of personal qualities, the novice principal creates an ideal principal vision. Third, during her pre-service training process, she gradually clarifies her cognition of principal’s role in a school, and identifies herself with the identity of being a principal. Fourth, in the principal selection phase, for the first time, she uses positive thinking to adjust her attitudes towards the shock of wrong self-evaluation and the lack of outer relationship. For the second time, she eases the conflicts between the parent association and teachers association with her humble, communicable, and service attitudes. In terms of the self-identity of being a novice female principal, she considers herself as a coordinator of resources and opinions, an inspirer of teaching enthusiasm, and a career of school accountability. She believes her clear self-identity is because of her female character. However, as for being the provider of the latest educational knowledge and being the navigator of the school’s perspective, these two aspects should be improved due to the unfamiliarity with the school affairs and environments. The novice female principal’s challenges on schools’ affairs include ten aspects: the participant of the chairman of parent teacher association, the resistance of old power, the involvement of outer influence, the interaction with factory owners, the obstruction of sub-groups, the lack of abundant resources, the unsuitable school culture, the interaction with the chiefs, the lack of support from parents, and the impact of macro education policy.