校長推動原住民族實驗教育學校之微觀政治素養分析

The Micro-political Literacy of Principals for Implementing Indigenous Experimental Education in Schools

本研究旨在探討微觀政治素養對於校長推動學校轉型原住民族實驗學校的影響，藉由原住民族實驗學校的內外部環境探討、校長具備微觀政治素養對推動學校轉型的影響等方向做相關文獻探討。本研究採質性取向，進行立意取樣的當面訪談，解析二位校長在推動學校成為原住民族實驗學校時，採取微觀政治素養的認知面、操作面和經驗面策略及實際做法。研究發現在認知面層次，校長需正確解讀學校內外變動環境及理解利害關係人的利益；在操作面層次，校長要能建立願景帶領成員共同實踐、尋求外部資源，滿足成員需求、本身投入學校轉型，樹立成員典範；在經驗面層次，校長能透過成員參與互動及重視成員的需求表達，有益於組織目標的達成。

This research aims to explore the impact of micro-political literacy on the transformation of school principals to experimental schools of in¬digenous peoples. Researchers conduct relevant literature research by ex¬ploring the internal and external environment and the impact of whether the principal of micro-political literacy in implementing indigenous ex-perimental education in schools. This research adopts qualitative research orientation, conducts face-to-face interviews with intentional sampling, and analyzes the knowledge, operation and experience strategies and practical methods of micro-political literacy adopted by the two princi¬pals when they promote the school to become an experimental education school for indigenous people. The study found that at the knowledge level, the principal needs to correctly interpret the changing environment in¬side and outside the school and understand the interests of stakeholders; at the operational level, the principal must be able to establish a vision to lead members to practice together, seek external resources, meet the needs of members, and invest in school transformation. Establish a role model for members; at the level of experience, the principal can partici¬pate in the interaction of members, care for the needs of members, and value the expression of members, which is beneficial to the achievement of organizational goals.