國小校長的情緒地圖：以校長和主任互動為例

本研究旨在瞭解國小校長和主任互動所產生的情緒距離，並據以繪製校長之情緒地圖。研究者先從Hargreaves的教學情緒地理概念，界定校長情緒距離，包含：性別特質、教育信念、權力地位，以及專業主義等的情緒距離。其次，選取五位不同背景之校長作為研究對象，並以訪談、觀察等質性研究方法作為蒐集資料的工具。最後，獲致以下結論：男性的氣概是校長和主任間性別特質之情緒距離的主要原因、不同思維角度是校長和主任間教育信念之情緒距離的長期性因素、科層體制所形成的權力地位是校長和主任情緒距離的外顯因素、專業主義中對「誰是專家的認定」會形成負面的情緒，以及相同背景而有不同成就是情緒距離的根源等。

The study is aimed at viewing the emotional distance through the interactions between principals and the directors of elementary schools to describe the emotional maps accordingly. First of all， the study begins with the concept of Hargreaves and defines the emotional distance from the following dimensions: gender characteristics， pedagogical beliefs， the power status and the emotional distance deriving from Professionalism. Secondly， five principals from different backgrounds are chosen as the research subjects for interviews， and the qualitative methods of observation are taken for the instruments of data collections. Finally， the conclusions of the study are as follows. First， the muscular characteristic is the key to cause the gender temperaments of emotional distances between principals and directors. Second， different thinking points of view are long-term causes to form emotional distance of pedagogical beliefs between them. Third， the emotional distance results from the explicit factors such as the hierarchy of administration. Forth， the question of Professionalism，” which can be regarded as the professionals?” rises to negative emotions. Eventually， the root ofemotional distance is due to identical backgrounds in different achievements between them.