教育行政領導理論之分析

「領導」二字，顧名思義，即領而導之。亦即是說，帶領組織成員邁向組織目標的達成。故領導的巧拙，影響組織的發展；同樣，教育行政領導的良窳，亦關係教育行政機關的進歩。領導不佳，組織不會安定發展；教育行政領導不良，教育行政機關便難能和諧進歩。因此，輓近對教育行政領導的研究，特別重視。本文旨在析述教育行政領導理論，共分五節探討。首先，敘述教育行政領導的性質；其次，扼要介紹其理論的歷史發展；再次，分析教育行政領導的素質理論；復次，研析教育行政領導的行為理論；隨後，探討教育行政領導的權變理論；最後綜以結論。

This article presented an analysis of leadership theories in educational administration.Five parts in this article were explored. The nature and function of leadership was firstly discussed. Then an brief description of the historical development of leadership theories was followed. In the third part， traits theory was deeply explored. The theoretical framework of leader behaviors and the contingencies of leadership effectiveness were analyzed in the last two parts， respectively.This analysis lead to the following major conclusions：（1）Leader traits alone do not identify leadership， for leadership situations vary dramatically in the demands which they place upon the leader.（2）No single style of leadership is universally best across all situations and environments. In other words， leadership theorizing would be inadequate until behavioral and situational characteristics were integrated.（3）The contingency approach is regarded as the mainstream of leadership thoughts in educational administration. However， no prominent contingency theory， either Fiedler’s model or House’s framework， is widely accepted without any questions and challenges. More research works are needed for further testifying and revising.