私立國民中小學校長正向領導營造學校正向組織之個案研究

A Case Study on the Principal Positive Leadership of Private Elementary and Secondary Schools to Create a Positive School Organization

本研究探究個案學校校長的正向領導信念特質，以及領導者形塑學校成為正向組織之具體作為及成效，以臺中市一所私立國民中小學為研究對象，運用半結構訪談、校內文件資料及個案學校會議活動隨行觀察記錄進行分析歸納。國內缺乏校長正向領導營造學校正向組織發展之研究，本研究有獨特的價值與貢獻。本研究主要發現：一、個案學校校長以全員共塑該校成為教育伊甸園的「共好」理念，其對組織同仁正向治理積極傳達其正向意義感，提升組織成員利他性及美德感；二、個案學校面臨轉型的關鍵時期，校長正向校務治理與董事會關係達到權能區分建立正向關係，個案學校透過教師校內公開觀議課的進行打破教師個人分化主義的迷失，積極打造人性關懷的行政及學校團隊。三、個案學校能維持良好組織內外關係，行政及教師間營造正向氣氛能互相補位運作，成員具正向美德感，以鼓動人心領導形成自我指導的團隊，建立學校的聲譽。

This research analyzes the positive leadership belief characteristics of the school principals and the specific actions and effects of the leaders in shaping the school into a positive organization. This research adopts the case study method to conduct in-depth research, taking a private primary and secondary school in Taichung City as the research objects. The study utilized semi-structured interviews, school documents and observation records of the case school meeting activities to analyze and summarize. Due to lack of principal positive leadership to create a positive school organization in Taiwan, the study is full of value and contribution. The main findings of this study are as follows: 1. The principal of the case school uses the concept of“Gung Ho”to make the school a paradise of education with all members. He actively conveys his sense of positive significance to the positive governance of his colleagues in the organization, and enhances the altruism and sense of virtue of the members of the organization. 2. The case school is facing a critical period of transformation. The principal is establishing a positive relationship between school governance and the relationship between the board of directors to achieve the distinction of power, and create a positive atmosphere with a good organizational relationship. The case school breaks through teachers’personal differentiation through the conduct of open class observation sessions, and actively builds a humane care administration. 3. The case school maintains good internal and external relations within the organization. Creating a positive atmosphere between the administration and teachers can complement each other’s operations. Members have a sense of positive virtues, and they can inspire people to lead and form a self-directed team. The case school has a good reputation.