習慣領域三大工具箱在校長轉型領導運用之芻議

A Humble Opinion to the Three Toolboxes of Habitual Domains Apply to Transformational Leadership by Principle

校長是學校教育領導的核心，對於教師課程與教學、學生學習品質提升，具有關鍵性的影響力。在教育環境的變遷及教育改革的浪潮推動下，校長的領導方式需從以往的威權轉向民主開放。游伯龍教授於1981年提出習慣領域學說，他認為每個人都應拓展習慣領域的範疇，才能跳脫既有的工作思維與觀點，才能激發個人的創意潛能，以使這個人性軟體能夠不斷升級，在快速變動的時代中不斷地調整擴大習慣領域。因此，透過習慣領域理論的應用以提高警覺，突破現狀以創造未來無限可能，恰可結合校長轉型領導理論，讓校長在教育改革及學校變革的趨勢下，避免領導上的盲點與固著，重新建構組織帶動學校的革新，更有效率、更有智慧地提升學校效能。本研究嘗試以習慣領域三大工具箱及校長轉型領導雙理論的觀點，探討其概念之間的關聯性及對應性，進行理論的應用並提出在校長領導校務時之理念基礎想法。

The principal is the core of the school’s education leadership, and has a key influence on the improvement of teachers’ curriculum and teaching, and the improvement of students’ learning quality. Driven by the changes in the educational environment and the wave of educational reforms, the principal’s leadership style must shift from authoritarianism to democracy and openness. Professor Yu advances the new theory-Habitual Domains in 1981. Through the application of habit domains, we can improve our vigilance and break the status quo. It can be combined with the transformational leadership theory to allow principals to avoid the blind spots and fixation of leadership under the trend of education reform, reconstruct and drive the innovation of the entire school, resolve conflicts more efficiently and intelligently, and create a win-win situation. This research trying to explore the relevance and correspondence between concepts from the viewpoint of the habitual domains and the transformational leadership of the principal, how to apply the theory and put forward the theoretical basis when the principal leads school affairs idea.