ESG視角下偏鄉國小校長治理策略與文化轉化歷程之多重個案研究

Governance Strategies and Processes of Cultural Transformation in Remote Elementary Schools through the Lens of ESG: A Qualitative Multiple-Case Study

在永續發展與教育治理轉型的全球趨勢下，ESG（環境、社會與治理）理念逐漸延伸至基礎教育場域。偏遠地區國民小學面對資源不足與制度限制，如何實踐永續治理成為重要課題。本研究旨在探討偏鄉國小校長如何導入ESG理念，以推動學校的治理創新與文化轉化。為深入詮釋此一歷程，本研究採用Fullan的教育變革三構面與Schein的組織文化三層架構做為核心分析框架，並結合利害關係人理論視角，採多重個案質性研究法，探討三位偏鄉國小校長如何引導學校治理創新與文化轉化。研究透過半結構式訪談與文件分析，歸納出六項主題：願景共識建構、課程與專業發展、系統性資源整合、外部辨識度強化、參與式治理機制建立與持續增能文化形塑。研究發現，三位校長在因應場域限制與回應永續理念的過程中，展現出情境調適與價值導向的領導取向。其實踐歷程呈現ESG三構面的統整性脈絡，並逐步從表層制度實作過渡至深層文化重塑，顯現一種具在地韌性與制度開放性的治理型態。本研究補足了ESG理念在基礎教育應用上的理論空白，亦可為偏鄉教育領導實務與政策規劃提供具體詮釋與經驗基礎。

Amid the global trend of sustainable development and educational governance transformation, the ESG (Environmental, Social, and Gov¬ernance) framework has gradually extended into the realm of basic ed¬ucation. In remote elementary schools, where resource constraints and institutional limitations are prevalent, the challenge of implementing sustainable governance has become increasingly significant. This study adopts a multi-case qualitative approach, drawing upon Fullan’s (2015) three dimensions of educational change and Schein’s (2010) three lev¬els of organizational culture as the core analytical frameworks. Supple¬mented by ESG principles and stakeholder theory, the research explores how three principals of remote elementary schools have led governance innovation and cultural transformation. Through semi-structured inter¬views and document analysis, six major themes were identified: build¬ing shared vision, curriculum and professional development, systematic resource integration, strengthening external visibility, establishing par¬ticipatory governance mechanisms, and cultivating a culture of continu¬ous empowerment. The findings reveal that the principals demonstrated contextual adaptability and a value-driven orientation while responding to local constraints and advancing sustainability ideals. Their practices reflect an integrated application of the ESG triad, showing a gradual tran¬sition from surface-level institutional implementation to deep cultural reconstruction. This study bridges the theoretical gap in applying ESG concepts within basic education and offers practical insights for leader¬ship and policy development in remote educational contexts.