臺灣教育改革脈絡下國中、小校長學校治理策略之研究協力治理的觀點

School Governance Strategies of Junior High and Elementary Principals in Taiwan’s Educational Reform Context: A Collaborative Governance Perspective

臺灣自1990年代以來的教育改革，透過民主化、自由化及權力下放，深刻改變了學校治理環境，使校長在推動校務與組織發展時，須納入多元利害關係人並善用協力治理策略。然而，既有研究較少從整體觀點探討校長在協力治理中的實踐與挑戰。本研究運用協力治理的分析架構，透過半結構式訪談蒐集12位國中與國小校長的治理經驗進行分析，以呈現教育現場的治理圖像與策略模式。本文研究發現，教育改革與制度變遷帶來多重「驅力」，包括校長遴選制度、校內委員會設置、課綱與資源分配轉變，以及少子女化所引發的不確定性，皆迫使校長面對更複雜的治理環境。其次，校長的協力治理策略展現在三構面：（1）有原則的接觸：透過非正式溝通、營造安全空間及情感支持以累積信任，促進交流與衝突調和；（2）共享的動機：辨識關鍵行動者，並運用關係經營、專業知能轉譯及以身作則來提升承諾與認同，且都市與偏鄉學校在策略組合上呈現差異；（3）共同行動能力：透過授權與中層領導者培育推動跨處室合作，並以小規模試驗與容錯文化降低阻力，在創新與穩定間取得平衡。此外，校內與校外利害關係人的行動品質亦不同。校內成員因互動頻繁，較易形成長期承諾；校外行動者多停留於短期、資源導向合作，難以深化制度化，但家長團體因子女就學需求展現持續參與，成為特殊行動者。而本研究的貢獻在於揭示臺灣中小學校長如何在多重驅力下，透過協力治理展現領導能動性，並凸顯協力治理是一種隨情境動態調整的實踐歷程。最後提出限制與未來方向，包括納入更多利害關係人觀點及跨層級比較研究，以深化對教育治理多樣性與動態性的理解。

Since the 1990s, Taiwan’s educational reforms driven by democratization, liberalization, and decentralization have reshaped the governance environment of schools. Principals must engage diverse stakeholders and adopt collaborative governance strategies, yet few studies examine their practices from a holistic perspective. Drawing from semi-structured interviews with 12 principals of primary and secondary schools, this study applies a collaborative governance framework and the constant comparative method to analyze data.
Findings show that institutional reforms and demographic change created multiple“drivers,”including principal selection systems, school committees, curriculum reforms, resource redistribution, and declining birth rates. Moreover, strategies of the Collaborative Governance of the principals can be discussed along three domains: (1) principled engagement built trust via informal communication, safe spaces, and emotional support; (2) shared motivation mobilized key actors through relationship-building, knowledge translation, and role modeling,
with urban and rural schools balancing relational and professional leadership differently; (3) joint capacity empowered middle leaders, fostered cross- departmental collaboration, and promoted experimentation and tolerance for mistakes to balance innovation and stability.
Internal stakeholders tended to sustain long-term commitments, while external actors often remained in short-term collaborations, except for the parent groups who showed dynamic, ongoing involvement. This study highlights how the principals exercise agency under multiple governance drivers and shows that collaborative governance is a dynamic, and context-dependent practice. Future research should integrate more stakeholder perspectives and cross-level comparisons to deepen the understanding of governance diversity.