校長文化回應領導之研究：以新北市一所國小為例

Exploring Culturally Responsive Leadership of Elementary School Principals in New Taipei City, Taiwan: A Case Study

臺灣是個多種族、多族群的國家，學校若要達成多元族群的教育機會均等與優質教育之目標，校長的文化回應領導將是重要關鍵。本研究採質性的個案研究方法，以新北市一所小學校長為研究對象，旨在瞭解校長「如何」及「為什麼」要進行文化回應領導，進而深究文化回應領導的本質。研究者以半結構式訪談及實地田野踏查的方式進行，透過訪談錄音、現場的資料取得與文獻探討所得之理論進行三角交叉驗證。研究發現包括：一、校長進行文化回應領導的方式有：（一）營造浸潤式多元文化生態環境；（二）連結生活經驗，提供「多元文化理解」與「多元文化包容」學習機會；（三）規劃設計多元文化教育課程，以消除歧視，建立自我認同感；（四）善用社區資源，擴大多元文化學習視角。二、校長進行文化回應領導的原因為：（一）與校長的教育理念有關；（二）校長是理論的實踐者與批判者；（三）文化回應領導是遇到校務困難的最佳解決方式。三、文化回應領導的本質是用更柔軟的心去關懷別人，並提供溝通與包容的環境。四、文化回應領導有助於形塑校園環境、校園氣氛、人際關係、學校課程、教師教學、學校活動、學校與社區關係、學生溝通語言。最後，依據研究結果提出具體建議供參。

Taiwan is a culturally diverse country with a multi-racial and multi-ethnic population. The culturally responsive leadership demonstrated by principals plays a vital role in ensuring equal educational opportunities and educational quality for students from various ethnic backgrounds. This study employs a qualitative case study approach, focusing on an elementary school principal in New Taipei City as the research subject. The primary objective is to investigate how and why this principal implements culturally responsive leadership and the essence of it. To conduct this research, the researcher employed a semi structured interview and conducted field studies to gather comprehensive data. Triangulation analysis, which involved cross-referencing interview recordings, on-site materials, and existing literature, was applied. The research findings indicate the following key aspects: 1. Implementation of culturally responsive leadership by principals: (1) Creating a multicultural environment within the school. (2) Establishing connections between students’ life experiences and providing opportunities for cultural recognition and inclusion. (3) Planning and designing diverse cultural courses to foster a discrimination-free environment and promote students’ self-identity. (4) Utilizing community resources to broaden students’ learning perspectives. 2. Rationale for implementing culturally responsive leadership by principals: (1) Alignment with the principal’s educational philosophy. (2) The principal serves as both a practitioner and critic, thus ensuring a positive impact on the school community. (3) Culturally responsive approaches are effective in addressing various challenges. 3. The value of culturally responsive leadership: Culturally responsive principals demonstrate care and gentleness towards students, creating an inclusive and supportive learning environment. 4. The influence of culturally responsive leadership on various dimensions of school functioning, including the school environment, atmosphere, interactions among stakeholders, curriculum, teaching practices, school events, community-school relationships, and communication. Lastly, this study, according to the results, provides practical suggestions to principals and teachers.