「組織即文化」隱喻及其在學校行政溝通的應用

“Organization as culture”metaphor and its application on school administrative communication

黃連祥(Lien-Hsiang Huang)

指導教授 ： 黃乃熒 博士

國立臺灣師範大學/教育學院/教育學系/碩士(1999年)

摘要

本研究之主要目的，在於探討學校行政溝通的現況；探討「組織即文化」隱喻運用的現況；探討「組織即文化」隱喻對學校行政溝通的影響。最後，綜合研究結果及發現，提出結論與增進學校行政溝通品質的建議，作為教育行政主管機關、學校行政領導者，以及學校成員的參考。
為達上述研究目的，本研究採文獻分析法、訪談法、觀察法，以及文件分析法。首先，透過文獻分析，探討社會實體建構為本的文化觀；「組織即文化」隱喻的觀念系統；學校行政溝通的意涵及其相關實證研究；學校行政溝通品質的評估指標，以及「組織即文化」隱喻運用在學校行政溝通的機制；其次，根據文獻探討結果，作為研究資料蒐集重點的指引，藉以瞭解學校行政溝通的現況；「組織即文化」隱喻運用的現況，以及「組織即文化」隱喻對學校行政溝通的影響；最後，綜合文獻探討、研究結果與發現，以及研究者的見解，提出研究建議。
本研究根據研究目的，以及事先設定的選擇規準，藉以選取一所國民中學，作為個案研究的學校，進行正式訪談、非正式訪談、觀察，以及蒐集相關文件資料。整個研究的起迄時間，從88年12月22日正式取得研究學校的同意開始，至88年05月10日正式退出研究學校，總計約四個半月。在研究期間，總計接受訪談的人數共有23人（包括行政人員5人；教師18人），約佔個案學校全體教師30.67％；研究者參與各項學校行政會議的觀察，總計共有7次。
根據個案學校研究結果之分析與討論，獲得以下結論：
一、「組織即文化」隱喻運用的現況
（一）學校成員有運用文化隱喻的現象。
（二）學校成員在討論、對話及檢視心智模式的運用均不理想。
（三）多數教師對於學校組織發展的目標，不夠瞭解甚至漠不關心。
（四）運用說故事的方式，可以輔助表達個人的觀點。
二、學校行政溝通的現況
（一）學校成員對於會議溝通的方式，負面評價比較多。
（二）學校行政溝通內容偏重在強調澄清評量標準。
（三）學校成員有採用消極方式逃避溝通衝突的現象。
（四）攸關學校成員權益的賞罰問題，比較適合在公開場合討論。
（五）學校成員的工作負擔會影響彼此的溝通互動。
（六）學校行政單位掌握學校行政事務的決定權。
（七）導師室的地點規劃，對於學校行政溝通品質有影響。
三、「組織即文化」隱喻的運用對學校行政溝通的影響
（一）文化隱喻可以增進學校行政溝通品質。
（二）會議強調討論的運用，不一定都是產生正面的功能。
（三）對話的進行可以增進溝通表達的真誠性。
（四）檢視個人的心智模式，可以去學校成員之間的溝通障礙。
（五）學校成員對於評量目標的標準不同，容易引起溝通問題。
（六）過份強調權力及地位，對於溝通有負面影響。
（七）發展學校成員之間的情誼關係，可以增進學校行政溝通品質。
（八）明確的工作職責規定，可以避免教師與行政人員之間的溝通衝突。
根據研究結論，提出以下的研究建議：
一、對教育行政主管機關的建議
（一）適度減輕學校成員的工作負擔。
（二）進行校園空間規劃之研究，以瞭解對於學校成員溝通互動影響
之研究。
（三）開設相關課程與訓練，以提昇學校成員文化隱喻運用的能力。
二、對學校的建議
（一）對學校行政領導者的建議
1.運用學習性領導的方式，營造學習型的學校文化。
2.鼓勵學校成員共同建構學校發展的願景。
3.主動說明學校行政業務內容，以取得其他成員的瞭解與配合。
4.強調共同合作的理念。
5.透過學校成員共同討論的方式，以產生評量標準的各項規定及辦
法。
6.透過共同討論的方式，訂定公平合理的賞罰制度。
7.考慮校園空間的規劃，對於學校成員溝通互動之影響。
（二）對學校成員的建議
1.提昇溝通衝突管理的能力。
2.培養相互探詢的能力。
3.培養自我反省的能力。
4.建立與維持學校成員間的情誼關係。
5.溝通過程中強調我汝關係的建立。
6.運用說故事的方式，幫助說明個人的觀點。
7.運用討論及對話的方式，以增進會議溝通的效率。

關鍵字

組織即文化 ； 隱喻 ； 學校行政溝通

並列摘要

The main purposes of this study are to probe the current surveys of school administrative communication; to probe the current surveys of applying “ organization as culture ” metaphor ; to probe the effects of applying “ organization as culture ” metaphor on school administrative communication. Finally, based on the findings and discoveries that are obtained from this study, conclusions and proposals are offered to improve the quality of school administrative communication for educational authorities, school administrative leaders and school staffs.
In order to achieve the above-stated purposes, this study has adopted the approaches of literature review, interviews and document analysis. According to the main purposes of this study and the criterions of choosing study school, a junior high school was chosen as the field of case study to obtain data through the approaches of formal interview, informal interview, observation and collecting relevant documents. This study begun on December 22, 1999 and ended on May 10, 2000. During the period of this study, 23 school staffs were interviewed (including 5 school administrators; 18 schoolteachers). The researcher participated in 7 observations of relevant school administrative meetings.
Based upon the analyses and discussions of case school’s study results, conclusions have been obtained as followed:
一、The current surveys of applying “ organization as
culture ”metaphor
（一） There are phenomena which school staffs make use of
culture metaphor.
（二） The results which school staffs make use of discussion,
dialogue and examining mental models are not good.
（三） Most of teachers don’t understand adequately and
concern highly the targets that school organization will
develop in the future.
（四） To adopt the ways of telling story can assist one in
expressing views.
二、The current surveys of school administrative communication
（一） School staffs have more negative evaluations about the
ways of meeting communication.
（二） The contents of school administrative communication are
laid particular stress on the criterions for measurement.
（三） There are phenomena which school staffs adopt negative
ways to avoid communicative conflicts.
（四） The problems of rewards and punishments, which are
relevant with the rights of school staff, are suitable
to discuss in public.
（五） The workload of school staff will effect the interaction
of communication each other.
（六） School administrative authorities master the decision
power of school administrative matters.
（七） The locations of teachers’ office effect the quality of
school administrative communication.
三、The effects of applying “ organization as culture ”
metaphor on school administrative communication
（一） Culture metaphor can promote the quality of school
administrative communication.
（二） It is not sure to produce positive functions to
emphasize the usage of discussion in the process of
meeting communication.
（三） The usage of dialogue can promote the truthfulness of
communicative expression.
（四） To examine one’s mental models can eliminate the
obstacles of communication between each school staffs.
（五） School staffs have different criterions for measuring
targets is easy to produce communicative problems.
（六） To emphasize power and status excessively has negative
effects on communication.
（七） It can promote the quality of school administrative
communication to develop the school staffs’
relationship of feelings friendly each other.
（八） Clear regulations of work duty can avoid the
communicative conflicts between teachers and
administrators.
According to the results of this study, following proposals are offered:
一、The proposals for educational authorities, they should
（一） reduce the workload of school staff properly.
（二） proceed a study about the design of campus space to
understand the effects on communicative interaction of
school staff.
（三） offer relevant courses and training to promote the
school staffs’ abilities of applying culture metaphor.
二、The proposals for junior high schools
（一）The proposals for school administrative leaders, they
should
1. use the learned leadership ways to build learned school
culture.
2. encourage school staffs to construct jointly the shared
vision of school development.
3. explain automatically the contents of school
administrative matters to obtain the other school
staffs’ understanding and operating in coordination.
4. emphasize the ideas of co-ordination jointly.
5. produce the regulations and means of criteria for
measurement through the ways that school staffs discuss
jointly.
6. draw up the equitable and reasonable systems of rewards
and punishments through the ways that school staffs
discuss jointly.
7. consider the effects of designing campus space on the
communicative interaction of school staff.
（二）The proposals for school staffs, they should
1.promote the abilities of managing communicative conflict.
2.cultivate the abilities of reciprocal inquiry.
3.cultivate the abilities of self-reflection.
4.establish and maintain the school staffs’ relationship
of feelings friendly each other.
5.emphasize the establishment of I-Thou relationship in the
process of communication.
6.make use of the ways of telling story to assist one in
explaining views.
7.make use of the ways that emphasize discussion and
dialogue to promote the efficiency of meeting
communication.

並列關鍵字

Organization as culture ； metaphor ； school administrative communication