洪仁進陳品妤CHEN PIN YU2019-08-282019-7-142019-08-282014http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0500003116%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/89781本研究旨在探討羊羊國中的郝校長，在學校領導各層面所展現的領導行為與其所遭遇到的挑戰，瞭解其個人背景與任職經歷對其領導行為的影響，及學校成員對其領導行為的看法，以分析校長領導行為的深層意義並提出建議，作為臺北市國民中學初任校長經營校務之參考。 本研究透過訪談法，對羊羊國中的郝校長、教師、學校行政人員與家長，共十二名學校成員進行訪談，並參與學校各種會議與場合進行觀察，最後輔以相關文獻資料之佐證進行分析，了解郝校長在羊羊國中學校領導過程中，所展現的具體作為。本研究獲致下列結論： 壹、郝校長領導行為的特色、類型與其所遭遇到的挑戰 一、個人修為影響領導行為的特色與類型，並在兩年間有明顯轉變 二、遭遇到的挑戰也是初任校長會面臨到的課題 貳、郝校長個人背景對領導行為的影響 一、求學生涯 二、任職經歷 叁、郝校長在學校領導行為的五大面向，與學校成員對其領導行為的看法及相互影響 一、郝校長的課程教學領導，以「學習共同體」來體現「學習者中心」的有效教學 二、郝校長在行政管理上，採取積極主動的方式改變舊有的行政文化 三、郝校長在校內的人際關係中，面對行政人員、教師和家長各有不同的形象；校外與社區、企業和上級機關維持密切的互動，並為羊羊國中引進大量資源 四、郝校長重視學校教師的專業發展，除了發揮自身的示範作用，鼓勵進修研習外，更主動提供最新教育資訊 五、郝校長延續傳統亮點紮根，搭配臺北市的六大核心能力發展新學校亮點 根據研究發現與結論，本研究提出下列建議： 壹、對教育行政機關之建議 一、校長培訓階段應以案例方式訓練並加強溝通技巧與危機處理能力 二、調整相關規定，增進初任校長職能 貳、對郝校長領導行為之建議 一、掌握開會時間，律訂各處室報告時間，有效率的完成重點的議題或任務 二、人事異動或對孩子、學校同仁機會教育的部分，宜「規過於室、揚善於堂」，讓對方有台階下 三、推動專案在採取「由點而線而面」策略前，宜先進行「全校性的宣導」 四、採取積極主動的方式改變舊有的行政文化，期許教職員散發熱情、服務奉獻的精神，宜從法制內著手 五、召開會議律訂教師參加校外研習注意事項 六、召開會議討論假日期間國防體驗教育的設備閒置問題 叁、對學校成員的建議 一、關懷學校發展，主動參與學校事務 二、珍惜引進學校的資源，善用教師專業自主 肆、對未來研究的建議 一、嘗試從國中校長遴選制度出發，探究校長領導行為 二、深化校長領導作為的研究內涵This research was mainly interpreting the challenges which Principal Hao faced in Youngyoung junior high school when conducting leading behaviors in general school affairs. By understanding the personal background and working experiences, this research made use of them to know the influences on the leading behaviors and to know the opinions of school staff upon the principal’s leading behaviors. This research can be a reference for running school affairs of a newly-appointed principal in a junior high school in Taipei city. This research made use of interview survey. The twelve interviewees included Principal Hao, teachers, administrative staff, and parents. They also involved in every conference to observe the real situations. Finally, this research made reference to related documentary data to prove and analyze the concrete actions which Principal Hao had in the leading procedure. The conclusions of this research are as follows. I.The characteristics and types of Principal Hao’s leading behaviors and the encountering challenges 1.Personal innermost faith has impact on leading characteristics and types, and they have changed in these two years. 2.Encountering challenges are the lessons for a newly-appointed principal. II.The influences of Principal Hao’s personal background on leading behaviors 1.Studying life. 2.Working experiences. III.Five main perspectives of Principal Hao’s leading behaviors and the opinions and inter-influences toward those leading behaviors among school staff 1.In Principal Hao’s teaching leading of curriculum, have “learning community” carry out the efficient teaching of “learner centeredness.” 2.In Principal Hao’s administrative managing, take active methods to transform old administrative culture. 3.In Principal Hao’s school inter-personal relationship, take different attitudes toward administrative staff, teachers, and parents; keep close contact with communities, enterprises, and higher authorities to bring a great number of resources to Youngyoung Junior High School. 4.Principal Hao thinks highly of teachers’ professional development. Hao not only demonstrates but also actively provides the latest educational information to encourage advance studies and training classes. 5.Principal Hao goes on and takes root in traditions to develop school spotlights by referring to six nuclear abilities of Taipei City. According to the results and conclusions of this research, some suggestions are as follows. I.The suggestions for educational administrative organizations 1.To train and improve communicative skills and crisis-managing abilities by cases during the employment training period of principals. 2.To adjust related regulations to improve the competency of a newly-appointed principal. II.The suggestions for Principal Hao’s leading behaviors 1.To control time of meeting, regulate reporting time of each office, and finish important issues and tasks efficiently. 2.To save way out of embarrassment, blame indoors, speak in favor of goodness when conducting education by opportunity toward personnel changing, students, and coworkers. 3.To do publicity for the whole school before taking “points, lines, to planes” strategies when promoting projects. 4.To take active ways to change old administrative culture, expect staff to spread enthusiasm, have spirits of devotion and service, and start from the law at first. 5.To have meetings to regulate some concerned points when teachers join workshop or training classes outside the school. 6.To have meetings to discuss the problems of idle equipment of national defense experiencing education during holidays. III.The suggestions for school staff 1.To care about school development and to participate in school affairs actively. 2.To cherish the resources which school applied for and to display the professional autonomy of teachers. IV.The suggestions for future research 1.To start from junior high school principals’ selection system to interpret principals’ leading behaviors. 2.To deepen the research content of principals’ leading behaviors.初任校長校長領導行為國中校長a newly-appointed principalprincipals’ leading behaviorsjunior high school principals