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| Title: | 臺北市國民中學校長應用智慧領導策略之個案研究
A Case Study of Junior High School Principals' Application of Smart Leadership Strategies in Taipei City |
| Authors: | 羅瑤凌
Wandee, Yidsua |
| Contributors: | 林進山
Lin, Chin-Shan
羅瑤凌
Wandee, Yidsua |
| Keywords: | 智慧領導
辦學績效
領導策略
Smart Leadership
School Performance
Leadership Strategies |
| Date: | 2025 |
| Issue Date: | 2025-03-03 14:42:49 (UTC+8) |
| Abstract: | 本研究主要研究目的在於了解臺北市國民中學校長應用的智慧領導策略的現況；探討臺北市國民中學校長智慧領導策略對學校辦學績效的影響；並分析臺北市公私立國民中學校長智慧領導策略在不同學校環境的差異性，包括比較臺北市公私立國民中學校長智慧領導在應用上的差異以及分析臺北市公私立國民中學學校校長智慧領導策略的差異性。為達研究目的，本研究採用實徵訪談法，以臺北市四位公私立國民中學校長為訪談對象，並對蒐集的訪談內容進行紮根理論分析。研究結果的主要結論如下：
一、公立國民中學校長認為校長應具備的智慧領導策略包括「清晰的願景、全局規劃和創新課程」與「學生學習素養與教師專業發展」。而私立國民中學校長則認為應具備的智慧領導策略包括「全面性的智慧領導策略」與「技術創新以及智慧教育」。
二、公立國民中學校長應用的智慧領導策略包括「永續教育願景與多元展能方案」以及「教師專業發展與創新實驗課程」。而私立國民中學校長應用的智慧領導策略則包括「智慧教育科技與數位化管理」以及「教師專業發展與智慧教育科技」。
三、公立國民中學校長認為在智慧領導策略中「建立專業發展機制」對學校的辦學績效影響最為顯著。私立國民中學校長則認為「結合智慧教育科技」與「實施多元展能方案」對學校的辦學績效影響最為顯著。
四、三位國民中學校長認為智慧領導策略的順序性以「制定永續教育願景」為首，其次是「建立專業發展機制」。另一位校長則認為以「建立專業發展機制」為優先，其次是「實施多元展能方案」。
五、公私立國民中學校長一致認為型塑辦學績效以「型塑多元學習文化」最能彰顯學校的辦學績效。
六、公立國民中學校長認為在智慧領導策略型塑辦學績效中的順序性有所差異。一位校長認為「型塑多元學習文化」最重要，其次為「提升教師專業素養」。另一位校長則認為「型塑多元學習文化」最重要，其次為「邁向永續發展方案」。
七、私立國民中學校長一致認為在智慧領導策略型塑辦學績效中，「邁向永續發展方案」最為重要，其次是「提升教師專業素養」。
八、公立國民中學校長提出為了提升學校的辦學績效，另有「資源整合、領導力展現與質
量管理」，以及「整合科技與專業力量，打造高效智慧校園」等策略。而私立國民中學校長另提出「智慧校園基礎建設與環境優化策略」，以及「智慧領導的有效推廣策略」等策略。
九、公立國民中學校長認為為了實現最佳的辦學績效，可調整「發展以雙語及國際教育為核心的創新課程，結合多元文化的包容與尊重」和「人力資源管理與創新反思機制」。
十、私立國民中學校長認為為了實現最佳的辦學績效，可調整「提升學校辦學績效的核心」和「將漸進式與滾動式變革相結合，支持教師的學習與信心建設，推動循序漸進的方案設計」。
十一、臺北市公私立國民中學個案校長智慧領導策略在不同學校環境的差異性，包括策略重點的不同、資源運用的差異、教師發展與領導方式的差異、行政管理應用的差異以及文化與策略落實的重點差異。
最後，依據結論本研究提出相關建議，以提供對教育主管機關的建議以及對校長智慧領導策略的建議，以為來研究的參考。
The purpose of this study is to understand the current application of smart leadership strategies by junior high school principals in Taipei City, to explore the impact of these strategies on school performance, and to analyze the differences in the application of smart leadership strategies in public and private junior high schools. This includes comparing the application of smart leadership strategies between public and private schools and analyzing the distinctions in their implementation. To achieve these objectives, the study employs an empirical interview method, targeting four principals from public and private junior high schools in Taipei City. Grounded theory analyzes the collected interview data. The key findings of the study are as follows:
1. The public principals highlight "clear vision, comprehensive planning, and innovative curricula" and "student learning competencies and teacher professional development." The private school principals focus on "comprehensive smart leadership strategies" and "technological innovation with smart education."
2. The public principals apply "sustainable educational vision and diversified talent programs" and "teacher development with innovative curricula," while the private principals focus on "smart educational technology and digital management" and "teacher development and smart technology."
3. The public principals emphasize "establishing professional development mechanisms" as the most significant, while the private principals highlight "integrating smart technology" and "diversified talent programs."
4. Three principals prioritize "sustainable educational vision," followed by "professional development mechanisms," while another prioritizes "professional development mechanisms," then "diversified talent programs."
5. Both public and private principals agree that "fostering a culture of diversified learning" best reflects school performance.
6. The public principals differ in prioritization: one highlights "diversified learning culture" and "enhancing teacher competencies," while another emphasizes "diversified learning culture" and "sustainable development programs."
7. The private principals unanimously value "sustainable development programs," followed by "enhancing teacher competencies."
8. The public principals suggest additional strategies, including "resource integration, leadership demonstration, and quality management," and "integrating technology for high-efficiency smart campuses." The private principals propose "smart campus infrastructure optimization" and "effective promotion of smart leadership."
9. The public principals suggest adjustments like "bilingual and international curricula with cultural inclusiveness" and "human resource management with reflective mechanisms."
10. The private principals recommend "enhancing core school performance" and "combining gradual reforms to support teacher learning and confidence-building."
11. The public and private principals differ in strategic priorities, resource utilization, teacher development, administrative management, and cultural implementation of strategies. Finally, based on the conclusions, this study offers recommendations for educational authorities and suggestions for principals in implementing smart leadership strategies, serving as a reference for future research. |
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| Description: | 碩士
國立政治大學
教育學系
110152015 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0110152015 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
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