廖遠光丁榮金2019-08-282007-1-292019-08-282007http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0593002114%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/89848本研究以研究者初任校長及目前任職之兩所學校為研究對象，運用行動研究（action research）方法，深入探討研究者於A個案學校策略管理之歷程，瞭解此類弱勢學校策略管理之模式，評析此學校策略管理模式運用至B個案學校之可行性。而達成下列目的：一、瞭解弱勢學校校長之角色體認與學校環境因素詮釋。二、探討學校運用策略管理之歷程與成效。三、評析學校策略管理之模式與運用之可行性。四、依研究心得提建議，以供初任校長及學校經營實務者之參考。 經由文獻之探討與A、B兩個案學校之行動研究歷程，研究者覺知校長的角色，隨著社會的變遷及教育生態的改變，具有多重之身分，即教育政策之推動者、校務發展之引導者、學校組織文化之改造者、學校課程與教學之領導者與教育公平與正義之實踐者。另外於學校環境因素之詮釋上，研究者覺知必須考量學校環境之外在因素，含教育政策之變遷、社區與家長關係及公共關係因素，與學校環境之內在因素，含教師、職工、學生、經費及設備因素，等兩個面向之理解。 研究者運用SWOTS策略分析方式，瞭解與詮釋學校內外環境因素，評估學校策略管理之短期與中期的可能策略，採取適合個案學校之策略管理模式；經歷A個案與B個案兩所不同社區背景與組織文化之學校策略管理實務探索，發現與歸納學校策略管理之模式為： 一、【以形御心，整齊劃一】、【人員定位，團隊穩定】、【放下身段，以身作則】、【實事求是，穩定組織】及【均衡發展，落實願景】五個策略管理方向。 二、依此策略管理方向，策劃五種策略管理行動方案： （一）行政領導策略管理行動方案：採取「標竿策略」、「願景策略」與「激勵策略」。 （二）課程與教學策略管理行動方案：採取「了解自我，看重自己」之激勵策略。 （三）學生學習策略管理行動方案：採取「尊重差異，欣賞優點」之策略。 （四）校園環境營造策略管理行動方案：採取「教學與品質優先」之綠色環保校園策略。 （五）社區與家長策略管理行動方案：採取「與人為善」之溝通策略。 研究者根據本研究之結論與本身之行政歷練，提出四項建議：一、建立新的團隊再出發。二、領導風格之調整。三、學校組織成員之專業進修。四、學校經營理念之適度行銷。以供初任校長及學校實務工作者參考。 關鍵詞：學校策略管理、行動研究、校長。This research aims to discuss the strategy management process of school A by exerting action research with the help of the two schools (called school A and school B in the research) which were administered by the author. The final purpose of the research is to offer some concrete proposals in order for the school model application between school model A and school model B. This research has four major goals described in the following. I. To realize the school situation in underprivileged ones. II. To discuss the process and performances of school strategy management. III. To analyze the possible and feasible school models of the school strategy management. IV. To offer useful suggestions for the novice principals and school managers. Through the literature review about school A and school B, we can infer that the principals have multiple and diverse status such as the motivators of educational policies, the leaders of school development, the reformers of school organizational culture, the leaders of school curriculum and instruction and the practicers of educational justice. In addition, concerning the interpretation of school circumstances, two aspects should be considered---one is school outer circumstances, including the change of educational policies, the relationship between community and parents and public relationship; the other is school inner circumstances, teachers, school staff, students, and school budget included. By exerting Strengths-Weaknesses-Opportunities-Threats-Strategy, we can understand school inner and outer circumstances and evaluate the possible strategies of school short-term and long-term strategy management so as to adopt suitable, feasible and reasonable school strategy management models. Through the discussion and analysis of school A and school B, the research led to the following conclusive school strategy management models. I. Five school strategy management directions are mentioned in the following. (1) Leading by heart. (2) Adjusting by position. (3) Setting examples by one’s own actions. (4) Making conscientious efforts to do things. (5) Implementing visions by developing equally. II. Five school strategy management acts are described in the following. (1) About educational administrative management: Standard Strategies, Vision Strategies, and Motivation Strategies should be adopted. (2) About curriculum and instruction management: Understanding and cherishing oneself should be emphasized. (3) About students’ learning management: Respecting individual differences and discovering one’s advantages should be focused. (4) About school circumstance management: The quality of teaching and green environmental strategies should be prior considered. (5) About community and parents’ management: Having good communication with people is rather important. Based on the above conclusion, the research presents the following proposals for the novice principals and school managers. I. Restructuring a new group to go start. II. Adjusting the school leadership. III. Enhancing the further studying of school staff. IV. Promoting the school strategy management. Keyword: School Strategy Management, Action Research, Principal學校策略管理行動研究校長School Strategy ManagementAction ResearchPrincipal