完全中學校務運作衝突解決策略之研究 -以桃園縣為例

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2010

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本研究的目的在探討完全中學校務運作衝突的現況、綜合分析與歸納影響完全中學校務運作衝突的相關因素衝突的管理現況,及瞭解完全中學校務運作衝突的解決策略。最後根據研究結論,提出相關建議作為教育行政機關及完全中學學校衝突管理的參考。 為達到研究目的,本研究兼採文獻分析與訪談等方法。首先,透過文獻分析,探討衝突管理的理論及解決策略相關研究;其次,根據文獻探討的結果,架構訪談大綱,進行學校校長、主任之訪談;最後根據研究結論,提出具體建議。 本研究的調查對象為桃園縣三所完全中學校長、行政人員(教務、學務、總務、輔導、圖書館主任)、家長會及國、高中老師共二十人參與訪談校務運作衝突及其解決策略。綜合調查研究的發現與訪談結果,歸納以下結論: 壹、桃園縣完全中學在一般校務方面常因一套人力要運作兩部學生之行政業務,立場不一而形成衝突。 貳、桃園縣完全中學在教學行政方面常因國、高中學生基本能力,老師的工作認知、價值觀不同引起衝突。 參、桃園縣完全中學在總務行政方面常因資源分配不均引起衝突。 肆、桃園縣完全中學在專業發展方面常因國、高中教師有排代課、優質化觀念、教科書選用、參加科展及專業發展評鑑等觀念分歧,引起衝突。 伍、桃園縣完全中學在學生訓輔活動方面常因國、高中生穩定性、價值觀、年齡不同,管教方法不一而產生衝突。 陸、桃園縣完全中學在學校公共關係方面,常因國中員額不足,不能滿足社區入學要求而衝突。 柒、桃園縣完全中學校務運作衝突之解決,多用合作與妥協策略。 捌、桃園縣完全中學校務運作衝突之解決,較少使用順應、逃避、與競爭策略。
The purpose of this study is to explore the current administrative conflicts, to analyze and summarize the current management of conflict-related factors and to understand the solving strategies for these conflicts in junior/senior high school. At the end of the study, recommendations are proposed according to the conclusions made in the study as references about conflict management in junior/senior high school for educational administrative organizations. This study adopted methods such as literature analysis and interview. Theories of conflict management and researches related to solving strategy were first explored through literature analysis before interviewing school principals and office directors based on the interview structure derived from the results of literature analysis. Finally, concrete recommendations were proposed according to study conclusion. The study conducted interviews about administrative conflicts and their solving strategies with 20 interviewees, the principals, administrative staff (director of Academic Affair Office, Student Affairs Office, General Affair Office, Counseling Office, and school library), members from parent associations and teachers in the junior and senior high school sections in three junior/senior high schools in Taoyuan County.The findings of study investigation and the results of interviews give the following conclusion: 1. The causes of conflict in school administration and affairs of complete high schools are that two-fold work loads, i.e. student living education and weighty administration and affairs, should be done with a single administrative manpower. Because of the two-fold educational goals, regulations, teacher culture and values, people see things differently and conflicts take place. 2. The causes of conflict in teaching administration and affairs of complete high schools are that time-oriented teaching activities among high-school teachers may incur disputed benefits or interest when it comes to promoting students’ basic capabilities and curriculums to be followed. Some incompatible conflicts may therefore take place. 3. The causes of conflict in general affairs& administration of complete high schools are inconsistent regulations; junior high and senior high are of two distinctive groups, in which senior high are comparably rich in resources. Such distribution differences may cause conflicts in terms of general affairs, such as construction projects, purchase, equipment maintenance, administrative affairs and uses of sites. 4. The causes of conflict in professional development are differential treatments at the aspects of the substitute teacher; the high quality concept; the choose from textbooks; an exhibit of science and the criticism of teacher's special development. 5. The causes of conflict in counseling activities of complete high schools are the shortage of manpower in sponsoring a variety of races and contests; site allotment requires both meeting the demands of junior-high-school students and of senior-high-school students. In addition, students from junior or senior high are so distinctive in their physical and mind growth, which cause differences in their stability, culture and values. Therefore conflicts of discipline may take place. 6. The causes of conflict in public relations of complete high schools are that school admittances of complete high schools are not necessarily from junior-high students; parents can have their children study in locality. Some conflicts between teachers and parents may take place due to class arrangements, school names, etc. 7. To manage the conflicts in administration of complete high school, the strategy of cooperation is commonly used; next it comes to the strategy of negotiation. 8. The strategies of avoidance, of competition and of conformance are not often applied; sometimes, they may be exchangeable used among these five strategies to deal with the conflicts among members.

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完全中學, 校務運作, 衝突解決策略, Complete High School, School Administration, Conflict-solving Strategy

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