弱勢關懷的新焦點：偏遠地區中小學校長社會正義領導之研究

Abstract

本研究旨在探究偏遠地區中小學校長社會正義領導的實行策略與運作歷程。採用質性訪談法，邀請專家學者和偏遠地區學校中小學教育人員為研究對象。研究結論包括：一、偏遠地區中小學校長社會正義領導的實行策略包括：自身具備批判理性的反省能力、關注弱勢學生學習的公平機會、營造包容尊重與社區共榮情境，可概分為個人、團體與組織面向，三者均有其關聯性；二、在偏遠地區中小學校長實踐社會正義領導的運作歷程中，顯現著重省思溝通、善用弱勢補助資源，以及連結社區與文化等情形。最後，根據結論提出理論與實務的建議。

This study aimed at exploring the implementation strategies and the course of operation by the principals in primary and secondary schools in remote areas behind their social justice leadership, wherein experts, scholars and faculty in primary and secondary schools in remote areas were invited in the qualitative interview as the subjects. The conclusions contain: 1. The implementation strategies for such social justice leadership of those principals in elementary and secondary schools consist of capabilities in critical thinking, rational self-reflection, concerning whether fair opportunity was demonstrated in those disadvantaged students behind learning and building up a scene covering tolerance, respect and co-prosperous inside a community, which are generally divided into three correlated dimensions, i.e. individual, group and organization; 2. During the period of carrying out their social justice leadership, the principals in primary and secondary schools significantly displayed the facts that they emphasized on the reflection and communication, making good use of resources and subsidies for vulnerable groups and linking communities with culture. Finally, both theoretical and practical suggestions were made in accordance with the conclusions hereof.