學校變革的弔詭現象與因應──以一所特色學校為例

The Paradoxical Phenomena and responses of school change: Using a Characteristic School as an Example

組織管理的新思維從過去注重組織的均衡與穩定，到現今的多元並存與不確定。對於領導者而言，學習察覺、管理、並整合組織中兩種對立觀點的弔詭情境，為邁向卓越的重要關鍵能力。本研究選擇一所受教育部認可及《商業周刊》評選出之特色小學進行個案研究，探討學校成員覺知存於學校中的弔詭情境，以及其因應方式。本研究結果發現，學校存在許多弔詭現象，但因校長、主任與資深教師面對的問題屬性與自身角色的差異，而對弔詭現象有不同的體認與做法。但整體而言，仍以學校的核心價值，即教與學，作為因應弔詭情境的最後標準。

The novel concepts of organizational management have shifted from emphasizing organizational balance and stability to the coexistence of diversity and ambiguity. For leaders, learning to recognize, manage, and integrate two opposing views in paradoxical situations is an essential capability in the pursuit of excellence. This study chooses a characteristic school recognized by the Ministry of Education, and explores the paradoxical situations that exist, and members' coping strategies. The findings show that numerous paradoxical phenomena exist in school; however, the principal, director, and experienced teachers perform different roles that lead to varying cognition and responses. For these three key persons, the final criteria for managing paradoxical situations are based on the fundamental values of school, teaching, and learning.