公立高級職業學校組織變革與校長變革領導對學校經營策略研究
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2009
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本研究以臺灣公立高職校長為研究對象，針對高職學校在面臨教改情況下所產生的學校組織變革、校長變革領導及學校經營策略進行探討。本研究採用文獻分析法、專家座談法、問卷調查法、深度訪談法等方式。
研究結果發現，教改後學校組織結構改變，行政協調難度增加。而公立高職校長，普遍對組織變革及學校經營策略的認知看法上與實際現況有高度落差。在教改後，學校組織變革所產生之問題包括：1.教師會、教評會與家長會已著實影響學校組織運作；2.學校權力重新分配，組織向心力逐漸瓦解；3.高職轉型綜合高中衝擊師資結構，普遍未獲高職校長認同；4.人力不足、經費減縮造成組織人力耗盡；5.校長遴選制度與作業方式，間接影響組織發展。在校長領導因應組織變革問題之作法上則包括：1.透過溝通與協調，能與教師會、教評會、家長會朝正面發展；2.利用民主機制以凝聚同仁共識，同時培養組織行政人力資源；3.升學與技能並重，發展高職學校特色；4.以資訊化作業簡化行政程序，以彌補人力不足及經費減縮問題；5.校長以認真辦學態度，取同仁的支持與肯定。
The subjects of the study were principals of public vocational schools in Taiwan. Topics of study included changes in the organization of the local vocational schools, changes in the leadership of the school principals, and school operation strategies under a sweeping educational reform in Taiwan. The study had employed the methods of literature analysis, expert seminars, questionnaire surveys, and in-depth interviews. The study found that the educational reform had resulted in changes in school organizations and increased difficulties in administrative coordination for the schools. The study also found that the principals in general had formed cognitions and views of school organizational changes and operational strategies that did not truly reflect the real situations of the schools. After the educational reforms, some of the problems generated by changes in the school organizations were summed up in the following. 1) Teachers’ associations, teaching review committees and parents’ associations had seriously affected school organization and operation; 2) Schools had undergone power restructuring, and organizational coherence in school was disintegrating; 3) The impact of the transformation of vocational high schools into comprehensive high schools on the structure of the teaching staff had by and large not been recognized by the vocational high school principals; 4) Insufficient human resources and budget cuts had exhausted the organization manpower; and 5) The selection system of school principals had indirectly affected school organizational development. The leadership that principals employed to cope with the organizational changes included 1) communication and coordination with the teachers’ association, the teaching review committee and the parents’ association in order to direct them towards positive development; 2) use of democratic mechanism to find common ground for colleagues while developing administrative human resources for the organization; 3) balance between pursuit for higher education and skill capabilities to develop special qualities for vocational high schools; 4) use of information technology to simplify administrative procedures and to make up for manpower shortage and budget cuts; and 5) adoption of a serious attitude about school management to get support and recognition from colleagues.
The subjects of the study were principals of public vocational schools in Taiwan. Topics of study included changes in the organization of the local vocational schools, changes in the leadership of the school principals, and school operation strategies under a sweeping educational reform in Taiwan. The study had employed the methods of literature analysis, expert seminars, questionnaire surveys, and in-depth interviews. The study found that the educational reform had resulted in changes in school organizations and increased difficulties in administrative coordination for the schools. The study also found that the principals in general had formed cognitions and views of school organizational changes and operational strategies that did not truly reflect the real situations of the schools. After the educational reforms, some of the problems generated by changes in the school organizations were summed up in the following. 1) Teachers’ associations, teaching review committees and parents’ associations had seriously affected school organization and operation; 2) Schools had undergone power restructuring, and organizational coherence in school was disintegrating; 3) The impact of the transformation of vocational high schools into comprehensive high schools on the structure of the teaching staff had by and large not been recognized by the vocational high school principals; 4) Insufficient human resources and budget cuts had exhausted the organization manpower; and 5) The selection system of school principals had indirectly affected school organizational development. The leadership that principals employed to cope with the organizational changes included 1) communication and coordination with the teachers’ association, the teaching review committee and the parents’ association in order to direct them towards positive development; 2) use of democratic mechanism to find common ground for colleagues while developing administrative human resources for the organization; 3) balance between pursuit for higher education and skill capabilities to develop special qualities for vocational high schools; 4) use of information technology to simplify administrative procedures and to make up for manpower shortage and budget cuts; and 5) adoption of a serious attitude about school management to get support and recognition from colleagues.
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學校組織變革, 校長變革領導, 學校經營策略, school organization change, principal’s leadership change, school management strategy