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題名:國小校長優勢本位領導指標建構之研究
作者:李亦欣
作者(外文):Lee, Yi-Hsin
校院名稱:臺北市立大學
系所名稱:教育行政與評鑑研究所
指導教授:丁一顧
學位類別:博士
出版日期:2022
主題關鍵詞:國小校長優勢本位領導國民小學校長模糊德懷術優勢本位領導strength-based leadership for elementary school principalselementary school principalFuzzy Delphi Methodstrength-based leadership
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本研究旨在建構國小校長優勢本位領導指標,確立國小校長優勢本位領導指標建構之權重體系。研究方法採「模糊德懷術」與「層級分析法」,透過探究國小校長優勢本位領導之文獻分析,初步建構「國小校長優勢本位領導建構調查問卷」,邀請12位學者專家進行專家審題。再邀請 12位專家學者與國小校長,藉由模糊德懷術問卷調查,蒐集其適切性意見,建立國小校長優勢本位領導指標之系統架構。最後,邀請12位層級分析指標內涵相對權重之專家小組成員,俾利確立指標系統內各階層指標相對權重,據以建構完成「國小校長優勢本位領導指標」。本研究建構之國小校長優勢本位領導指標含四大層面:執行力、影響力、建立關係及專業發展,涵蓋12個指標項目、48個具體內容。四大層面權重值以執行力最高,其次為影響力及建立關係,最後為專業發展。12個指標項目權重值較高的是:知人善用、以身作則及信任合作;48個具體內容中權重值較高的是:「能運用校長自身優勢能力,凝聚同仁們的共同願景。」、「能做到言行合一,讓同仁們願意一起為學校努力。」及「能覺察同仁們的專長並加以任用,使能發揮所長。」。綜上,本研究參照研究結論提出相關建議,以提供教育行政機構、國民小學校長以及未來後續研究之參考。
The purpose of this study is to construct an “indicator and weighting” system of strength-based leadership for elementary school principals. The Fuzzy Delphi Method and Analytic Hierarchy Process are both utilized as research methods. To construct such a system, relevant studies regarding strength-based leadership are reviewed to set up a preliminary survey of Strength-based Leadership Indicator System for Elementary School Principals. Specific indicators of the survey are then reviewed by 12 scholars and principals for validation. Furthermore, the 12 scholars and principals are also invited to generate ideas for a tenable survey through the Fuzzy Delphi Method to build up an indicator system framework. Lastly, a team of 12 scholars and principals determine all indicators and their appropriate weighting to complete a strength-based leadership indicator system. The system established by this study has four dimensions, namely execution, influence, relationship building, and professional development. The system covers 48 specific indicators under twelve categories. Among the four dimensions, execution is assigned the highest weighting, followed by influence, relationship building, and professional development. Among the twelve categories, the ones assigned the highest weighting are: choosing the right person for the right job, setting a good example, and trust and cooperation. Among the 48 specific indicators, the ones given the highest weighting are: “Ability to use the principal’s strengths to create a shared vision for the team”, “Ability to practice what the principal preaches in order that his or her staff are willing to work together for the school”, and “Ability to be aware of his or her colleagues’ expertise and put it to the best use.” According to the research findings, this study proposes several suggestions for education administration authority, elementary school principals, and further studies respectively.
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