國民中學學務工作之微觀政治研究:以一位初任學務主任為例

Abstract

本研究旨在以敘說研究來深入瞭解國民中學初任學務主任推動學務工作的微觀政治。首先透過文獻分析形成本研究的理論基礎，以小君為研究主體，輔以訪談法及文件分析進行資料搜集，深入瞭解國民中學初任學務主任推動學務工作歷程中之角色衝突、知覺轉化、衝突協商及政治策略運用之微觀政治，最後提出研究結論與建議。 本研究的研究結論如下：一、以初任學務主任角色衝突之因應方式而言：挑戰自我與重要他人的影響是進入學校行政的催化劑、透過規律運動與正向思考是舒發壓力與內心衝突的良方、搭建承上啟下的橋樑，增進和諧為主任做為校長幕僚的職責、扮演示範者的角色，以宏觀的角度著眼學校整體發展來推動學務工作。二、與利害關係人知覺轉化而言：建立多元的溝通管道，打破孤立文化，創造團隊合作、強化會議功能，糾合群力走向集體領導、運用尊重與溝通，促進成員參與對話。三、與利害關係人之衝突協商而言：權力基於權威而引發作用，透過真誠互動開展影響力、適時拋開情緒、理性溝通、累積人際存摺，強化政治策略的效力。四、政治策略運用而言：面對校長恪遵倫理，採順從策略及理性說服策略、面對導師見招拆招，採理性說服策略及協商策略。 根據上述結論，本研究提出以下的建議：一、對學校的建議：學校行政人員除法令授予之權威外，應對自身「權力來源」重新定位、學校行政人員應具隨時反省、批判自身的知覺型態。二、對初任學務主任的建議：權衡通變政治策略，因應多元的人際關係、建構多元溝通管道，不拘泥於固定溝通模式、保持動態的反省力，避免自我鞏固的宰制心態。三、對後續研究的建議：研究方法採個案群比較研究、研究架構進行處室與處室、行政與一般教師之互動關係，豐富層面。This research made use of narrative study to deeply comprehend the micro-politics of work on students’ affairs of a newly-appointed director of students’ affairs in junior high school. At first, this theoretical basis was based on the documentary analysis, taking Xiaojun as the study subject and assisting with interview survey and content analysis to collect data, to deeply interpret the micro-politics of the role conflicts, sensible transformation, conflict negotiation, and use of political strategies while a newly-appointed director of students’ affairs in junior high school was implementing works on students’ affairs. Finally, this research came out of some conclusions and suggestions.

The conclusions of this research are as follows. I. In response to role conflict as a newly-appointed director of students’ affairs: (A) Challenging myself and the effects of significant others upon me are the accelerator to enter the school administrative system. (B) Regular exercise and positive thinking are the sound strategy to relieve stress and solve innermost conflicts. (C) Constructing the bridge for carrying on and enhancing the harmonious interactive relationship are the duties of being a director as an aide under the principal. (D) Play a demonstrative role and implement the work on students’ affairs to improve the entire development of the school from a broad perspective. II. The aspects of sensible transformation with stakeholders: (A) Build multiple channels for communication, break isolated culture, and create team works. (B) Enhance the functions of conferences and unite individuals to collective leading. (C) Carry out respect and communication to involve individuals in dialogue. III. The aspects of conflict negotiation with stakeholders: (A) Powers works on the basis of authority. Produce effects through enthusiastic interaction. (B) Throw away emotions at the right time and communicate reasonably to accumulate the account of interpersonal relationship. (C) Strengthen the validity of political strategies.

IV. The aspects of using political strategies: (A) Be careful with ethics while facing the principal and adopt the strategies of obedience and reasonable persuasion. (B) Act in consonance with the requirements of the current occasion while facing the homeroom teachers and adopt the strategies of reasonable persuasion and negotiation.

According to the conclusions above, this research proposed as follows. I. For school, except for the authority given by law, the administrative staff should re-define “the origins of power” and have the perceptions of reflecting on and criticizing themselves. II. For a newly-appointed director of students’ affairs, balance and accommodate self to political strategies to respond to multiple interpersonal relationship. Build multiple channels for communication and not to restrict to a fixed communicative mode. Keep dynamic introspection and avoid domination of self-consolidation. III. For future research, use cases-compared study as the methodology and focus on the interactive relationship between offices and between the administrative staff and the teachers as the framework in order to enrich the research.