國民小學校長文化領導之個案研究

Abstract

本研究以新北市兩位文化領導的國民小學（以下簡稱國小）校長為研究對象，探討國小校長文化領導的行動、變革作用、所面臨的挑戰、以及面臨挑戰的催化途徑，期望能激勵學校領導者以文化領導校長為標竿，形塑學校教育的優質文化。本研究依據上述主旨所擬定之研究設計為實證分析，並採用訪談法、觀察法、文件分析等研究方法，蒐集並分析國小校長文化領導的行動、及其產生的變革作用，以及校長文化領導在學校現場所面臨的挑戰、面臨挑戰時的催化途徑。本研究經過理論建構與實證分析兩階段的研究歷程，因應研究目的所提出的研究問題而獲得的研究結果臚列如下：一、校長文化領導扮演支持、傾聽及關心的角色，應用正向領導特質，能促進學校成員社會互動，提升組織效能。二、校長文化領導應用儀式慶典、符號及團體制度規範，能彰顯學校核心價值信念，提升組織效能。三、校長文化領導應用語言及隱喻，重塑親師生價值觀與信念，強化行政穩定性，能催化學校組織變革。四、校長文化領導應用故事及文字，促使親師生理解學校歷史傳奇，能有效傳遞隱含的基本假定及價值信念。五、校長文化領導應用願景與榜樣示範，有效融合領導行為與學校文化，能傳達重要意義。六、校長文化領導規劃環境建築及改善設備，有效發揮境教功能，能促進學校創新經營。七、校長文化領導正向支持教師進修研習，落實教師社群發展，能催化教師專業成長動能。八、校長文化領導引導學校學習文化變革，賦予學生學習成就感與愉悅感，能提升學生學習成就。九、校長文化領導展現文化上的謙卑與尊重，展示理解尋求共識，能因應次級團體次文化之挑戰。十、校長文化領導應用人性化多元策略，重塑正向積極的學校文化，能因應負面組織文化之挑戰。十一、校長文化領導應用學校關鍵事件，展現與學校文化相契合的價值觀與信念，能因應領導成效時程之挑戰。十二、校長文化領導應用學校文化脈絡的權變，在傳統文化基礎上創新改革，能因應創新經營之挑戰。根據上述初步研究結果歸納為具體結論，以提供現職校長、教育行政機關和後續研究提出具體建議與參考。This study focuses on two elementary school principals in New Taipei City recognized for their cultural leadership. It aims to explore the principals’cultural leadership practices, their transformative influence, the challenges they encounter, and the catalytic strategies employed in the face of those challenges. The goal is to inspire educational leaders to model themselves after culturally adept principals, thereby fostering a high-quality school culture and advancing school education toward excellence.This research adopts an empirical analysis framework, utilizing interviews, observations, and document analysis to investigate the actions of elementary school principals in the context of cultural leadership, the transformative effects of such leadership, and the on-site challenges faced, as well as the catalytic means adopted in response to those challenges.The findings, derived through a two-stage process involving theoretical construction and empirical analysis, are summarized as follows:1. Principals practicing cultural leadership play supportive, attentive, and caring roles. By applying traits of positive leadership, they promote social interaction among school members and enhance organizational effectiveness.2. The use of rituals, symbols, and group norms highlights core school values and beliefs, contributing to improved organizational efficiency.3. Employing language and metaphors allows principals to reshape the values and beliefs of teachers, parents, and students, reinforcing administrative stability and catalyzing organizational change.4. Through storytelling and textual communication, principals help stakeholders understand the school’s historical legacy, effectively transmitting underlying assumptions and core values.5. Demonstrating vision and leading by example integrates leadership behaviors with school culture and conveys meaningful messages.6. Planning school environments and improving facilities demonstrates the educational function of space and facilitates innovative school management.7. Supporting teacher professional development and fostering learning communities catalyzes educators’ professional growth.8. Driving cultural transformation in school learning cultivates students' sense of achievement and enjoyment, enhancing academic performance. 9. Exhibiting humility and respect in cultural leadership, and striving for consensus, enables principals to respond to the challenges posed by subcultures within subordinate groups. 10. Using humanistic and diverse strategies to rebuild a positive school culture enables responses to the challenges of negative organizational cultures. 11. Leveraging critical school events to express values and beliefs aligned with school culture helps address leadership efficacy over time.12. Applying a contingency approach within the school’s cultural context facilitates innovative reform grounded in traditional values.Based on these findings, this study provides concrete conclusions and recommendations for current principals, educational administrators, and future researchers.