多元與卓越：一位百年小學校長學校願景形塑的實踐經驗

Diversity and Excellence: A Century-Old Primary School Principal’s Practical Experience in Shaping the School’s Vision

本研究主旨在於探究校長願景領導的目標及其歷程與作為，深入探究在這個歷程中所面臨到的困境及其因應策略，理解校長如何發揮願景領導力而影響到學校組織的改變。本研究發現個案學校校長願景領導的目標是打造一所「溫暖燦爛每一個孩子」的學校；在願景領導擘畫階段，校長能清楚掌握學校發展的成果與問題，進而擘畫學校願景；在願景形成階段，校長能組織動員學校行政人員，發揮願景領導力之影響，以集會進行溝通交流與宣導的作為，改變教師維持傳統的心態；在願景實踐階段，進行校本課程計畫與設計方案的實踐行動，以系統整合活動並提高教師專業能力，面對時間不足的困境；在願景回饋階段，則確認現階段學校藍圖所實踐出來的成果，願景領導也影響了自身的領導作為與改變，使自己持續維持前進的動力，正向看待教師的作法，朝向將願景形塑成為學校文化目標，努力培育學校的教師成為教育接續人才。

The main purpose of this research is to explore the goals, history and actions of the principal’s visionary leadership, in-depth exploration of the difficulties faced in this process and corresponding strategies, and to understand how principals exert their vision leadership and influence the changes in school organization. This study found that the goal of the school principal’s vision leadership of the case school is to build a school that 'warms and brighten every child'; in the stage of vision leadership drawing, the principal can clearly grasp the results and problems of school development, and then draw the school’s vision; in the vision In the formation stage, the principal can organize the mobilization of school administrators, exert the influence of vision leadership, and change the teachers’ traditional mentality by means of assembly for communication and advocacy; in the vision practice stage, conduct school-based curriculum planning and design schemes Practice actions to systematically integrate activities and improve teachers’ professional abilities to face the dilemma of lack of time; in the vision feedback stage, confirm the achievements of the school’s blueprint at this stage. Vision leadership also affects their own leadership behavior and changes, so I continue to maintain the motivation to move forward, take a positive view of the teachers' practices, and strive to shape the vision into the school's cultural goals, and strive to cultivate the school's teachers to become education successors.