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題名：系統思考及系統基模應用於國民小學校長行政決定之研究
作者：李毓聖
作者(外文)：LEE,YU-SHENG
校院名稱：國立臺北教育大學
系所名稱：教育經營與管理學系
指導教授：曾錦達
學位類別：博士
出版日期：2018
主題關鍵詞：系統思考；系統基模；行政決定；systems thinking；systems archetype；administrative decision
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本研究旨在探討臺北市國民小學校長行政決定符應系統思考特徵、不同背景變項的校長行政決定符應系統思考特徵之差異、學校情境與系統基模存有相似情境及解決策略、發生最頻繁與最難處理之系統基模等情形，並試圖發覺新型基模。
首先依據研究動機、研究目的、文獻探討、訪談10位校長、9位專家審閱問卷、8位校長問卷預試與討論等資料所得，作為發展及修正調查問卷之基礎，最後將訪談所得與問卷調查150位校長結果，分析整理一併討論。
根據研究結果，獲致主要結論如下。
一、目前臺北市國民小學校長之行政決定符應系統思考特徵情形，在「關注整體結構」、「識別因果關係」、「觀察長期變化」、「掌握問題關鍵」、「關注本質與價值」等五項特徵均傾向符合，而「善用圖像思考」向度符合程度相對較低。
二、目前臺北市國民小學校長之行政決定符應系統思考特徵各題項結果，「關注學生學習的要事」、「釐清原因和問題的因果關係」、「體會正向激勵、肯定、讚賞，所帶動良善循環的因果關係」三個題項符應程度最高。而「善用圖像思考(如:冰山圖)，以輔助剖析事件的表象及探索隱而未顯的深層問題。」、「善用圖像思考(如:趨勢圖)，以輔助剖析事件的長期變化趨勢。」、「善用圖像思考(如:因果圖)，以輔助剖析事件的因果關係。」符應程度最低。
三、女性校長在「關注整體結構」、「識別因果關係」、「善用圖像思考」、「關注本質與價值」四個向度符應程度高於男性校長，其中「識別因果關係」和「善用圖像思考」向度差異達顯著，而男性校長則在「觀察長期變化」及「掌握問題關鍵」兩個向度符應程度高於女性校長。
四、不同年齡、不同校長年資、不同行政年資、不同學習系統思考經驗者在六個向度系統和各題項思考特徵上幾無顯著差異，但隨著年齡、校長年資、行政年資增加，分數有逐漸提高趨勢。
五、一般大學畢業的國小校長在善用趨勢圖思考及關注學生學習的要事上優於教育大學畢業者，且在「善用圖像思考」、「觀察長期變化」、「關注本質與價值」三個向度分數比較高，而教育大學畢業者在「關注整體結構」、「識別因果關係」、「掌握問題關鍵」三個向度分數高於一般大學畢業的校長。
六、主修教育的填答校長在五個向度表現相對較優，主修「商業企管、理工科系」者在五個向度分數相對較低。且主修「語文、法律、其他」和主修「教育」者在「觀察長期變化」向度和「我會考量該決定對未來可能產生的各種影響。」題項上，皆優於主修「商業企管、理工科系」者且達顯著差異。
七、學校情境經常有的基模前三序位是「反應遲鈍的調節環路」、「成長上限」與「富者愈富」基模。曾經有的基模前三序位是「目標侵蝕」、「成長與投資不足」與「意外的敵人」基模。較少有的基模前二序位是「飲鴆止渴」與「共同悲劇」基模。
八、對本研究之十種基模，包括「反應遲鈍的調節環路」、「成長上限」、「捨本逐末」、「目標侵蝕」、「惡性競爭」、「富者愈富」、「共同悲劇」、「飲鴆止渴」、「成長與投資不足」、「意外的敵人」等均提出相對應的解決策略。
九、目前臺北市國民小學校長所處情境中，發生最頻繁的基模是「反應遲鈍的調節環路」，最難處理的基模是「意外的敵人」。
十、目前臺北市國民小學校長所處情境中可歸納出五種新型基模，分別是「唯利是從」基模、「三人成虎」基模、「不勝其任」基模、「自以為是」基模、「墨守成規」基模。
根據上述結論，本研究提出10項建議供教育行政主管機關、校長培訓單位、現任校長及有志從事校長職務者及後續研究者參考。
This study aims to explore the situation in which the administrative decision of the principal of Taipei elementary school is in line with the characteristics of systems thinking, and to explore the differences in which the principals' administrative decision of different background variables is in line with the system's thinking characteristics. How does the principals' administrative decision situation resemble the systems archetypes? What is the solution strategy of the systems archetypes? What is the most frequent and most difficult systems archetypes, and trying to discover new systems archetypes?
First, based on research motivation, research purposes, literature discussion materials, interview 10 principals' statements, 9 experts review the questionnaire,8 principals pre-tested and discussed the questionnaire as the basis for the development and revision of the questionnaire. 150 Taipei city elementary school principals fill out the questionnaire. Finally, analyze the results of interviews and questionnaire.
According to the research results, the main conclusions are as follows:
Principals' administrative decision tends to conform to systems thinking characteristics. Including focusing on the overall structure, identifying causality, observing long-term changes, master the key of problem, focusing on the essence and value, and in terms of making effective use of image thinking the degree of conformity is relatively low.
In the aspect of principals' administrative decision in line with the item of systems thinking characteristics. There are three items with a high degree of conformity. Focus on student learning. Clarify the causal relationship between the cause and the problem. Experience the positive causal relationship between positive encouragement, affirmation, appreciation and there are three items with the lowest degree of compliance inclouding. Make effective use of image thinking such as iceberg map to help analyze the appearance of events and deep problems. Use image thinking such as trend graphs to help analyze the long-term trends of events. Use image thinking (ex. causal maps) to aid in analyzing the causal relationship of events.
The female principals are more concerned with the four dimensions of focus on the overall structure, identify causality, use image thinking, and focus on essence and value. The male principals are more concerned with the two aspects of observing long-term changes and knowing the key issues than female principals.
There are no significant differences in the six dimensions of systems thinking characteristics and each item in different ages, different principals' years, different administrative years, and different learning systems. However, with the increase of age, principal's seniority and administrative years, the scores gradually increase.
Principals who graduated from a general university are better than graduated from education university in using trend graphs to think about, paying attention to student learning, and the three dimensions of making effective use of image thinking, observing long-term changes, focusing on essence and value are relatively high. The graduates of the University of Education are more likely to pay attention to the overall structure, to identify causal relationships, and to grasp the key issues.
The principal of major in education is relatively superior in five dimensions. The principal of major in business management, science and engineering is relatively low scores in five dimensions.
The school situation often has a similar systems archetype, the top three are balancing process with delay, limits to growth, success to the successful. There used to be a similar systems archetype, the top three are eroding goals, growth and underinvestment, accidental adversaries, and less similar situations are fixes that fail, tragedy of the commons.
Each systems archetype proposes a corresponding solution strategy.
In the principal decision-making situation, the most frequent system architype is balancing process with delay. The most difficult to deal with is accidental adversaries.
There are five new systems archetypes that can be summarized in the situation of the principal, which is interest oriented, a repeated rumor makes others believe, insufficient ability, self-approbation, and stick to convention.
Based on the research conclusion, ten suggestions were proposed for education administrative authority, principal training institution, current principal and those who are interested in the post of principal, the future researchers.
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