體制「之間」的縫合者：一位幼教聘任督學的跨越邊界與系統領導之個案研究

THE ART OF IN-BETWEENNESS: BOUNDARY SPANNING AND SYSTEM LEADERSHIP OF A PRESCHOOL APPOINTED SUPERVISOR IN TAIWAN

研究目的
在臺灣幼教政策劇烈變革的背景下，本研究旨在探究「幼教聘任督學」如何作為關鍵行動者，修補體制斷裂。本研究深入剖析其跨界實踐樣貌、關鍵能力養成歷程，並闡明支撐其有效運作的促進因素與潛在限制。
研究設計／方法／取徑
本研究採質性個案研究，選取一位在特定縣市脈絡下展現卓越成效的幼教聘任督學為關鍵個案。透過對該督學、教育行政人員及第一線幼兒園長與主任的深度訪談，並輔以文件與人工製物分析，從多元視角建構其跨界實踐的整體性理解。
研究發現或結論
研究發現，該制度雖源於應對治理危機，但個案幼教聘任督學展現了「衝突調解」、「政策轉譯」、「能力建立」與「支持陪伴」等跨界實踐。其卓越實踐根植於橫跨教學與行政的「跨界生涯軌跡」，並由「道德使命感」所驅動。她善用退休後的「中間性」身分之結構性優勢，在互信的基礎上扮演了體制的「縫合者」。然而，研究亦發現制度化資源匱乏與高度依賴個人實踐，構成了永續發展的隱憂。
研究原創性／價值
本研究填補了既有文獻的實證空白，其學術價值在於：一、針對「跨界者如何養成」，建構了一幅從生涯、轉折到實踐的歷程圖像；二、揭示了「退休」與「中間性」身分如何轉化為協力治理的結構性潛力，拓展跨界理論的視角；三、整合跨越邊界與系統領導理論，深化對本土治理創新的理論對話。
教育政策建議或實務意涵
研究建議地方治理思維應從仰賴個人奉獻，轉向策略性地建置「系統性專業資本」。政府需建立一套具備「雙重經驗」的人才識別與培力機制，並輔以制度化資源與實踐社群支持，方能將個人的實踐智慧，轉化為提升整體教育系統韌性的永續能量。

Purpose
Amid systemic upheaval engendered by Taiwan’s early childhood education reforms, this study investigates the pivotal role of the Preschool Appointed Supervisor in mitigating the upheaval. It analyzes the boundary-spanning practices, development of key capabilities, enabling factors, and potential limitations of the effective fulfillment of this role.
Design/methodology/approach
Employing a qualitative case study approach, this study selected one preschool instructional supervisor who had demonstrated exceptional effectiveness in a specific county as a critical case. Through in-depth interviews with the supervisor, educational administrators, and frontline preschool principals and directors, supplemented by the analysis of documents and artifacts, the study constructed a holistic understanding of her boundary-spanning practices from multiple perspectives.
Findings/results
Findings show that while the preschool supervision system originated as a crisis-driven innovation, the individual supervisor demonstrated boundary-spanning practices developed over the course of a career, including conflict mediation, policy translation, capacity building, and supportive companionship. Her exceptional practice is rooted in a boundary-crossing career spanning teaching and administration and is driven by moral purpose. Leveraging the structural advantage of post-retirement“in-betweenness,”she acts as a“system mender”based on mutual trust. The study also finds that the scarcity of institutionalized resources and high reliance on individual practice pose risks to sustainable development.
Originality/value
This study fills an empirical gap by: 1) Mapping the developmental trajectory of a boundary spanner, from career transitions to professional practice; 2) Reconceptualizing“retirement”and“in-betweenness”as structural assets for collaborative governance; and 3) Integrating boundary spanning and system leadership theories to deepen the theoretical discourse on local governance innovation.
Policy/practical implications
These findings suggest that local governance should shift from relying on individual dedication to strategic cultivation of systemic professional capital. Policymakers should establish formal mechanisms to identify and cultivate talent with experience in both teaching and administration, supported by institutionalized resources and communities of practice, to transform individual wisdom into sustainable resilience for the overall educational system.