後現代學校行政反省行為之研究---以一所國中為例
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2007
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Abstract
本研究旨在探討後現代學校行政反省行為,並從中瞭解後現代學校行政反省行為所蘊藏的問題及其對學校組織運作的影響,最後找出能有助於解決後現代學校行政反省行為所蘊藏問題之策略。在本研究中,「後現代學校行政反省行為」是指『領導者透過理解被領導者的價值世界、意識形態或需求的過程,藉由重視差異與強調非中心化的新思考典範,對學校行政權力關係的合理性,進行探究與建構,以有效的達到學校教育目標』。基於研究目的,為了深入探究後現代學校行政反省行為,本研究採質性研究法,以一所國民中學為個案進行研究,並藉由訪談與觀察的資料蒐集方式,經由對於資料的分析與討論,以提出結論與建議。
根據本研究的目的,本研究的結論如下:
一、後現代學校行政反省行為,因為避免普遍性行為規範的建立,所以領導者會追求多元價值
二、後現代學校行政反省行為,因為可檢測權力的偏見,所以領導者會建構合理的權力關係
三、後現代學校行政反省行為,因為具有對等權力關係,所以領導者會重視組織中的它者
四、後現代學校行政反省行為,可以促進學校解決問題的能力
五、後現代學校行政反省行為,可以提昇學校組織目標的實踐
六、後現代學校行政反省行為的困境,在於被領導者與領導者觀點不同
七、後現代學校行政反省行為的困境,在於被領導者消極退縮的心態
八、後現代學校行政反省行為的困境,在於學校行政運作受到影響
九、後現代學校行政反省行為困境的解決,在於領導者與被領導者存在雙向度的對話
十、後現代學校行政反省行為困境的解決,在於領導者與被領導者都能理性思考
十一、後現代學校行政反省行為困境的解決,在於領導者運用私人情誼來化解衝突
根據本研究的結論,本研究對學校領導者與被領導者的建議如下:
一、領導者為了追求多元價值,應給予被領導者更多論述的空間
二、 領導者為了建構合理的權力關係,應對學校行政權力的運用進行檢測
三、 領導者為了重視組織中的它者,應增加決策的彈性,避免壓迫被領導者的情感
四、被領導者應展現宏觀的視野,同理對方的立場,化解衝突
五、被領導者應該理解領導者的立場,避免否定他人的觀點
六、被領導者應該展現與領導者積極互動的熱情,增進與領導者意見交流的機會
七、領導者與被領導者應該重視相互依存的關係,避免雙方僵持不下
八、領導者與被領導者應該持續對話,避免影響學校行政的運作
The study is an operation to explore the reflection behavior of postmodern school administration, to detect the embedded problems inclusive, and then discover the strategies of resolving the problems. In this study, the reflection behavior of postmodern school administration is defined as: The leader is willing to understand the value realm, the ideology or the demands of their fellows by framing a new pondering model, like respecting the differentiation and emphasizing the decentralization. Through the reflection behavior, we could explore and construct a rational school administration relationship between the leader and the fellows to achieve effectively school aims. In order to have a comprehensive understanding of the reflection behavior of postmodern school administration, this study takes a junior high school as a case study and adopts qualitative approaches, such as methods of interview and observation to collect data, analyze situations and suggest solutions.
The study is an operation to explore the reflection behavior of postmodern school administration, to detect the embedded problems inclusive, and then discover the strategies of resolving the problems. In this study, the reflection behavior of postmodern school administration is defined as: The leader is willing to understand the value realm, the ideology or the demands of their fellows by framing a new pondering model, like respecting the differentiation and emphasizing the decentralization. Through the reflection behavior, we could explore and construct a rational school administration relationship between the leader and the fellows to achieve effectively school aims. In order to have a comprehensive understanding of the reflection behavior of postmodern school administration, this study takes a junior high school as a case study and adopts qualitative approaches, such as methods of interview and observation to collect data, analyze situations and suggest solutions.
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後現代, 學校行政, 學校行政反省行為, postmodern, school administration, reflection behavior of school administration