自願與被指定轉型模式對公辦公營實驗教育國民小學校長領導的挑戰與影響

Principal Leadership under Voluntary and Mandated Transformation Models: Challenges and Implications for Public Experimental Elementary Schools in Taiwan

本研究旨在探討兩所公立國民小學轉型為實驗教育學校的案例，並以內在動機模型及動機理論作為分析架構，分析自願轉型與指定轉型兩種模式對校長領導及學校發展之影響。研究選取被指定轉型的A實驗小學和自願轉型的B實驗小學，這兩所學校在實驗教育歷程中展現出不同的組織動力與發展成果。本研究採用質性研究方法，透過半結構式訪談收集數據，訪談校長、行政人員、教師與實驗教育專家每校6位，總計12位，並運用NVivo 14軟體進行主題編碼與文本分析。研究結果顯示，A校因轉型缺乏自主性，面臨師資流動率高、組織穩定性低等挑戰，校長需投入較多心力進行溝通協調；相較之下，B校因具備轉型意願，教師留任率高、對學校願景高度認同，在教育局與基金會支持下，校長得以運用促能型學校結構與分布式領導策略，建立良好教學與學習環境。最後，本研究綜合分析顯示，不同轉型模式背後所蘊含的制度資源與政策設計因素，深刻影響學校的組織動能與發展潛能。轉型並非單純源自校內決策，而是與制度資源配置及外部支持條件密切相關，反映出制度結構對學校參與動力與發展方向的深遠影響。本研究亦提出相關建議，作為未來推動實驗教育之參考。

This study examines the transformation of two public elementary schools in Taiwan into publicly-managed public experimental schools and investigates how voluntary and mandated transformation models influence principal leadership and school development. Drawing on the intrinsic motivation model and motivation theory as its analytical framework, the study explores the relationship between transformation approaches, organizational dynamics, and leadership practices. A qualitative research design was employed, focusing on two cases: School A, which underwent a mandated transformation, and School B, which voluntarily pursued transformation. These schools exhibited distinct organizational dynamics and developmental outcomes throughout the implementation of experimental education. Data were collected through semi-structured interviews with 12 participants, including principals, administrators, teachers, and experimental education experts (six participants from each school). NVivo 14 was employed for thematic coding and qualitative content analysis. The findings indicate that School A faced significant challenges due to the limited autonomy associated with its mandated transformation, including high teacher turnover and reduced organizational stability. Consequently, the principal was required to devote substantial effort to communication, coordination, and organizational adaptation. In contrast, School B demonstrated stronger organizational commitment, higher teacher retention, and greater alignment with the school’s educational vision. Supported by local education authorities and private foundations, the principal was able to implement enabling school structures and adopt distributed leadership strategies, thereby fostering a positive teaching and learning environment. The study further reveals that institutional resources and policy frameworks embedded within different transformation models play a critical role in shaping organizational vitality and capacity for future development. School transformation is influenced not only by internal decision-making but also by the allocation of institutional resources and the availability of external support. These findings underscore the significant influence of structural conditions on school participation, organizational motivation, and longterm development. Based on these findings, the study offers recommendations for policymakers and practitioners seeking to advance the implementation and sustainability of experimental education.