「矯正、教育」合併為校之經營衝突及策略——以明陽中學為例

Conflict and management issues of merging a new correction and education institution for juvenile delinquents: A case study of Ming Yang Juvenile Correction High School

全國最特殊的學校之一「明陽中學」，係於民國88年7月1日由法務部所屬之原高雄少年輔育院正式改制（可稱「矯正系統」，專門收容來自全國嚴重觸法少年受刑人。之所以將原先之少年監獄或少年輔育院從「矯正系統」改為學校，屬於教育系統，無非冀望經由學校教育模式，改變過去具成人犯罪矯正或懲罰之色彩，以彌補少年刑事受刑人常因正規學校教育之不足而犯罪之目的。
目前明陽中學之教育實施事項均受教育部協辦與指導，屬性為學校無疑。明陽中學經歷了24年的發展，也大幅增聘教育系統養成的合格高中教師且遴選教育體制內校長加入經營團隊，但因校內有教育與矯正雙軌不同的專業人員協作，「矯正團隊」是安全戒護風險預防為專業，「教育團隊」以教育輔導信任學生為專業，兩者專業不同，且職業目標不同，但在同一機關服務，其關係既合作又衝突，形同「半學校半監獄」，此在國內外的各級學校，實屬罕見。
由歷史發展而論，明陽中學的誕生並非屬於一般學校教育屬性，原屬於少年監獄或感化機關性質，但後續的改制，先將「矯」解構，再將其與「教」合併，兩者重構，既非併校，也不是實驗學校，也難謂「自學」模式，是一個舉世獨創的機關，很難定性。
本文另行提出，此校發展模式可能更類似企業界中不同屬性的「公司合併」性質，因為一般公司合併，可能同業合併，也可能異業合併，但必然有一個主體是不變的，在合併後，會有新團隊加入經營，新團隊與舊團隊，新公司與舊公司組織目標與文化，必然使得經營治理會經過衝突與扞格過程，有的公司可以解決此項問題，新公司因此大蒙其利，但也有的公司因為此項問題遲遲未解，而蒙其害。本文認為這樣的概念與實踐頗為適用於明陽中學。
本文意旨在探討，一、「矯正、教育」合併為新組織或「新公司」後，不同養成矯正及教職員工，年資深淺等，在半學校半監獄經營或管理上遇到了哪些衝突？二、治理或經營本校者的困境為何？三、如何整合與化解合併後學校組織、目標、文化差異？四、又如何提升合併後學校的治理成效，凝聚合併後的共識，達成矯正學校之法定目標？本文透過現場觀察、問卷調查該校所有新任與久任教職員工意見，嘗試分析前述問題，提出矯正學校的未來經營方向及依據。
本研究以紙本問卷調查明陽中學全校教職員工共120人，回收86份，回收率72%，回收樣本均屬有效。塡寫者依照其訓練背景，可分為「教育人員」（23%）、「矯正人員」（43%）、「行政人員」（34%），足見本校合併後，員工上仍以「矯正人員」居多，「教育人員」人數少矯正人員一半，「行政人員」佔三分之一，居中。全體樣本中，近五成認為合併後的新組織（或「新公司」）治理學校目標應以「教育為主，矯正為輔」，可見許多矯正或行政人員也支持此治理學校觀點，認同新組織或合併後學校總體治校目標。再仔細分析具體教學目標，調查發現少年矯正學校最重要的辦學目標是「學生出校後自我學習，獨立生活能力」（77%），其次為「降低學生出校之再犯」(70%)，第三是在校受教期間，給予學生各種醫療、輔導、自律訓練(50%)及避免社會其他人被害（49%）。比例最少的是「贖罪說」（3%），以及合併後可以減少國家成本(7%)。這個表示「合併」後，員工對新組織（或「新公司」）的目標經過二十多年磨合後，並無太大歧異，對於治理團隊而言，可說是一個極佳的鼓勵，也可藉以提升治理績效的動力。
至於「合併」後的三種績效指標，65%員工樣本滿意於本校達成三年內平均再犯率1.5，69%滿意於在校學習與出校後的就業轉銜，65%滿意於修復學生與家人之關係。三分之一的員工樣本不滿意的項目是對員工的理解。
「合併」後，調查結果顯示員工樣本認為新組織最需要加強的工作為「對學生紀律要求（73%）」，在學生最佳利益考量下，認為以「嚴格的生活教育要求」及「陪伴關懷與出校後的輔導就業」是最重要工作。這與司法精英、民間團體或社會人士一再高呼政府改革少年矯正學校的課程，教學設備，居住設施，就業轉銜等「熱門議題」差異甚大（四項均未達7％）。另有，四成樣本認為無法忍受校內之學生間霸凌與鬥毆、三成無法忍受校內同事間衝突不合的工作環境。故本文建議提高治理合併新組織，提高績效的切入點，或可從前述三項議題，學生紀律、霸凌鬥毆、同事衝突開始改變經營治理策略。

One of the most special schools in Taiwan, Ming Yang Correction High School, was officially restructured from the former Kaohsiung Juvenile Reform School on July 1, 1999. It accommodates primarily juvenile inmates from all over the country. The reason why juvenile prison or juvenile reform school are changed from ''correctional institutions'' to school institutions is to hope that the school education model can make up for the lack of formal education of juvenile criminal inmates and correct their bad living habits, rather than changing the past focus on punishment of prison mode.
At present, the education implementation of Ming Yang Correction High School is co-organized and guided by the Ministry of Education, so it is undoubtedly a school. After its development about 24 years, it has recruited qualified high school teachers and selected principals in the education system to join the management team. However, due to the cooperation of professionals with dual tracks of education and correction in the school, the correction personnel take safety and security as their duty. Teachers in the education field aim to trust students with open education. The relationship between the two is both cooperation and conflict, which is similar to the ''half school, half prison'' business model, which is rare and unique both at home and abroad.
Based on the above historical development, the establishment does not belong to community school education. The deconstruction and reconstruction of the new school is not a combined school, experimental school or home school. This paper argues that its development model is more similar to the nature of ''corporate mergers and acquisitions'' with different attributes in the business world. Usually, when a company merges and acquires, the main structure remains the same way, but the addition of a new team of managers will inevitably lead to conflicts and conflicts in its governance and management. This situation also applies to Ming Yang Correction High School.
The purpose of this paper is to explore what conflicts in the operation or management of staff who have been trained in different professions in juvenile correction high schools are? How do CEOs integrate and resolve the cognitive differences between persistence and organizational culture? What strategies can be used to achieve consensus toward goals of juvenile correction school? Through questionnaire survey on 120 staff in Ming Yang Juvnile Correction High School, this paper attempts to propose the basis for the operation of these schools, and analyzes the original intention of setting up schools with education instead of punishment, and the practical results of the reformation of juvenile correction schools after more than 20 years.
This study received 86 returned questionnaires among 120, with a return rate of 72%. All the returned samples were valid. The respondents were ''educational training background'' (23%), ''correction training background'' (43%), and ''administrative background'' (34%). Among all respondents, nearly 50% believed that the goal of school governance of the new organization (or ''new company'') after the merging should be ''education first, correction supplemented.'' After carefully analyzing the specific school teaching objectives, the survey found that the most important educational goal of juvenile correctional schools is believed to be ''the ability of students to learn by themselves and live independently after leaving schools.'' No matter what training background these respondents received, there is a high degree of consensus (77%) on this goal, followed by '' ''reduction of the recidivism after leaving school'' (70%), and the third is to provide students with various medical, counseling, self-discipline training needs (50%) and prevent other people from being harmed in society (49%) during their education in correction school. There were very rare respondents believed that helping these delinquents are for societal redemption (3%), and reduction of the governmental budget (7%). For the management team, it can be an excellent encouragement and also incentives to further improve school governance performance.