國民小學校長領導實現社會正義的現況與策略探究—來自八位校長的經驗

Status and Strategy of Elementary School Principal Leadership in Social Justice Implementation: The Practical Experience of Eight Principals

本研究旨在透過訪談與焦點座談來探究校長對社會正義領導的認知與實踐情形，於2011年9月進行訪談，同年11及12月舉辦兩次焦點座談。經由資料蒐集與分析後發現如下：一、校長能秉持道德以及公平理念，針對弱勢學生提供足夠的教育機會與教育環境來實現社會正義領導。二、學校存在不符合社會正義的現象，包括語言與文化環境的不足以及特殊教育支援系統的缺乏。三、有效的社會正義領導策略，包括實施學生課後輔導以及爭取教育資源。四、實施社會正義領導的主要阻力，包括家長教育觀念的偏差以及校內成員之社會正義理念認知不足。校長經由加強觀念的溝通與爭取資源來克服所遭遇之阻力。五、學校實踐社會正義領導成效，包括實施課後輔導進行補教教學以及特色課程的設計。六、社會正義領導應具備的能力，包括社會正義的理念以及教育熱忱。

The purpose of this study was to explore principals’ knowledge and practical implementation of social justice leadership by using interviews and focus groups. Researchers collected data through interviews in September 2011 and focus group discussions in November and December 2011. The results indicated that principals can implement social justice leadership by upholding the concepts of morality and fairness to provide adequate educational opportunities and environments for disadvantaged students. The principals reported phenomena that are not socially just, such as a lack of language and cultural environments and inadequate special education support systems. Effective measures for implementing social justice leadership include providing after-school tutoring, additional educational resources, effective curriculum, and activity planning. Major obstacles encountered by principals during the implementation of social justice leadership were differing opinions from parents and limited social justice awareness by school staff and faculty. By strengthening communication about ideas and contending for resources, the principals were able to overcome resistance. The principals’ achievements in social justice implementation were after-school tutoring, remedial education, and the design of special courses. A social justice leader should have social justice awareness and enthusiasm for education.