國民小學候用校長培訓課程對行政領導信念影響之研究

The Impact of Prospective Elementary School Principal Training on Belief of Administrative Leadership

校長「行政領導」能力的發揮，對於學校行政的運作與革新，實占有舉足輕重的地位。本研究旨在探討候用校長培訓課程對於校長行政領導信念之影響，期能有助於校長培訓課程之規劃設計，以提升校長行政領導效能。研究目的有：一、分析國民小學校長行政領導內涵及其相應的信念；二、探討國民小學候用校長各階段培訓課程對行政領導信念建立之影響；三、提出研究結果，供教育行政主管機關於訂定候用校長培育制度之參考改進。本研究於「理念層面」藉由文獻，探討國民小學校長應有之專業知能與行政領導作為、影導行政領導信念之意涵與發展，以及行政領導信念的相關研究與影響因素，於「實徵層面」則以問卷調查、檢核表、個別訪談等方式蒐集縣市候用校長培訓前、後歷程之資訊，分別進行系統性分析，以了解國小候用校長培訓歷程對行政領導信念之影響。研究獲致之結論為：一、國民小學校長應具備之行政領導信念包含多元向度；二、培訓過程各階段對候用校長行政領導信念之影響，端視培訓課程性質與活動內容而定；三、培訓過程各階段對候用校長行政領導信念發展之影響方式不同；四、候用校長培訓對行政領導信念之發展，在個人修為、領導方式與角色扮演向度之影響有別。根據研究結論提出數項建議，供培訓單位課程規劃、實施方式及候用校長參考運用。

School principals' enactment of administrative leadership serving as a driving force for school effectiveness has been evidenced to be positively correlated with effective administrative operations and school reforms. The overall aim of the present study was to investigate the impact of prospective principal training courses on beliefs of administrative leadership in an attempt to improve upon the planning and implementation of school leadership training and provide an avenue for enhancing school leadership effectiveness. Specific research purposes that guided the present study include: (1) Analyzing tenets of elementary school principal leadership and their corresponding beliefs; (2) Exploring how leadership development substantially affected school principals' beliefs of administrative leadership; (3) Offering research conclusions as well as a blueprint for planning and improving leadership trainings initiated by educational administration agencies. On the “ideological” level, the study synthesized from a myriad of literature professional competences and administrative practices for elementary school principals, the meaning and development trend in relation to administrative leadership, and relevant research studies on factors affecting belief of administrative leadership. On the “empirical” level, survey instruments, rubrics and individual interviews were employed to generalize data for further systematical analysis on transitional phases of prospective school principals' training process and the impacts on their beliefs of administrative leadership.Conclusions yielded by the study are: (1) Elementary school principals should be prepared with multifaceted beliefs of administrative leadership; (2) The impact of different phases of leadership development on conceptions of administrative leadership varied depending on contents and activities of the training courses; (3) School principals' beliefs of administrative leadership were affected differently throughout the various phases of the leadership developmental process; (4) Personal characteristics, leadership attributes and perceptions of leadership roles were found to be influential to belief of administrative leadership. Practical implications and recommendations were offered as references for planning and developing future school principal training courses.