學校領導情境中的結構化現象以Giddens結構化理論為架構

Structuration Phenomenon in the Situation of School Leadership Based on Giddens’ Structuration Theory

由於學校是一個社會系統，領導是一種社會現象。本研究從社會學的觀點，以Giddens的「結構化理論」詮釋學校情境，並將領導研究的重心由「領導者」轉移到「情境」，透過個案研究方法，探討學校領導如何影響教師行動。
本研究首先探討結構化理論的相關概念，其次採用質性研究的個案訪談法，以三所個案學校為研究對象，分別訪談學校的校長教師共4-5名。最後依據訪談資料，探討個案學校中的情境秩序、成員行動和二重性現象。研究結果整理如下：
一、「結構」是某種虛擬秩序，能以二重性概念詮釋學校情境的形成與變遷
二、教師能感受到「情境結構」的存在，並產生價值批判
三、情境結構對教師行動具有限制或促進的影響力，但教師仍有自主的行動選擇
四、教師行為依循反身性監控，行為的「合理性」累積成為學校情境的結構化原則
五、在原有的情境中加入新的規則或資源，可能影響教師行為，進而改變學校情境
六、結構化理論及其概念可供學校領導實務參考
（一）重視領導以合理意義取代職權命令的本質
（二）有效的領導在於影響教師能認同行動的意義並付諸實踐
（三）意義規則是影響教師行動最常見的因素，校長可透過言詞論述或行動實踐傳達行動的意義
（四）「解釋圖式」是教師共同認知的意義規則，校長可透過溝通互動逐漸擴大
（五）善用本體性安全及反身性監控的概念，導引教師在行動參與中認同行動的意義
（六）結構是行動實踐的結果，學校成員應謹守合理的行動意圖，但毋須預設行動結果
最後，根據研究結果提出建議，供學校成員及後續研究者參考。

As the school organization is also a social system and leadership is also a social phenomenon, this research uses Giddens’ ’’Structuration Theory’’ to interpret the school situation from a sociological point of view, and shifts the focus of discussion of leadership issues from ’’leader’’ to ’’context’’. Through the method of case study, we hope to explore how school leaders influence teacher actions.
This research first conducts a literature discussion on the related concepts of Structuration Theory: Secondly, it adopts the case interview method of qualitative research, taking three case schools as the research objects, and interviewing those school principals and 4-5 teachers. Finally, based on the interview data, orders of structure, motivations of member’s actions, and the duality in the case school are discussed. The research results are summarized as follows:
1. The structure is a kind of virtual order, which can interpret the formation and changes of the school situation with the concept of duality.
2. Teachers can feel the existence of ’’context structure’’ and arouse their criticism
3. The situational structure restricts or promotes teachers actions, but teachers still have their own choice of actions.
4. Teachers’ behaviors follow reflexive monitoring, and the ’’reasonableness’’ of behaviors accumulates to be a structural principle of the school situation.
5. Adding new rules or resources to the original situation may affect teacher behavior and change the school situation
6. Structuration Theory can be used as a reference for school leaders
(1) Attach importance to the nature of leadership replacing authority orders with reasonable meaning.
(2) Effective leadership is to make teachers aware of the meaning of action and put it into practice.
(3) The rule of meaning is the most common factor that affects teachers’ actions. Principals can convey the meaning of actions through verbal discussion or action practice Leaders should expand the ’’interpretation scheme’’ through communication and interaction.
(4) ’’Explanatory schema’’ is a rule of meaning commonly recognized by teachers, and principals can gradually expand through communication and interaction
(5) Use the concepts of ontological safety and reflexive monitoring to enable teachers to identify with the meaning of actions in participating actions.
(6) Structure is the result of action practice, school members should mainta11 reasonable action intentions, but there is no need to preset action results
Finally, suggestions are made based on the research results for reference by school members and follow-up researchers.