校長應用習慣領域三大工具箱於學校教育評鑑之分析研究

An Analysis Research of Applied Three Toolboxes of Habitual Domains in School Evaluation

在教育發展與改革過程中，評鑑是相當重要的一環，透過教育評鑑可改進教育缺失，也可提升教育品質。換言之，校長同時也是學校行政及教學的領導者，本研究旨在以習慣領域三大工具箱（七大光明心態、八擴方法和九深原理）之思維來探究三位校長為利害關係人其參與學校評鑑的作為；本研究採半結構式質性訪談法蒐集資料，並進行相關的語意分析與歸納整理後，提出研究結果。本研究的結論有三：一、學校評鑑利害關係人的校長對學校評鑑均有習慣領域正向光明的心態與擴展性思維；二、校長為利害關係人可有效提升參與評鑑的價值並能因勢利導，以突破習慣領域；三、校長身為評鑑利害關係人參與評鑑，期望能以己身的教育專業來促進學校願意改變與精進。本研究另於文末提出研究建議，作為未來實施教育評鑑之參考。

In terms of educational development and reform, evaluation is an important issue. Educational agencies hope to use the results of the evaluations to assess the school’s performance. In other words, principal is the leader of school administration and teaching. The purpose of this study is to investigate how to apply habitual domains three toolboxes from three principals’ actions for stakeholders to participate in the evaluation, collect data using a semi-structured qualitative interview method, and come to three conclusions in this study. Firstly, three principals as stakeholders have habitual domains’s positive and bright mentality and expansive thinking for school evaluation. Secondly, principals as stakeholders can effectively enhance the value of participating in evaluations and can make use of the situation to break through the habitual domains. Lastly, principals as stakeholders take part in the evaluation, all hoping to promote the school’s willingness to change and improve with their educational specialized field. To sum up, future suggestion is provided at the end of the article as references for the implementation of evaluation.