| Abstract: | 本研究以一所於111年8月轉型為實驗教育的北部某國中作為個案，採質性研究並運用橫斷式調查法，探究校長於學校轉型歷程中的領導行為。研究者以半結構訪談方式，深入訪談校內重要關係人，最後根據訪談分析的結果提出結論與建議。個案學校的轉型歷程可分為醞釀期及行動期。醞釀期因教師抗拒變革，校長透過許多領導作為，例如：承辦工作坊、規劃參訪實驗學校、引入外部資源、凝聚校內共識、向專家請益、宣達理念、以開放態度溝通等方式，採小規模課程轉變等待契機。行動期則是學校正式轉型為實驗教育學校的第一個學期，個案學校增設研發處，引入創新教學方法及增加家長說明會與晤談。然而仍有不少待磨合之處，例如：人員波動、共備時間不足、學生樣態及能力落差大等挑戰，需個案學校持續應對及調整。最後，本研究提出相關建言，提供教育行政主管機關、個案學校、其他欲轉型之學校及後續研究參考。
This study focuses on a junior high school in northern Taiwan, which transitioned into experimental education in August 2022. Adopting a qualitative research approach with a cross-sectional survey, it explores the principal's leadership behavior throughout the school's transformation process. The researcher conducted in-depth, semi-structured interviews with key stakeholders within the school, and conclusions and recommendations were formulated based on the analysis of the interview results. The transformation process of the case school can be divided into two phases: the preparation phase and the action phase. During the preparation phase, due to teachers' resistance to change, the principal implemented several leadership strategies, including organizing workshops, planning visits to experimental schools, introducing external resources, building internal consensus, consulting with experts, disseminating the vision, and communicating with an open mindset. The focus was on small-scale curriculum changes, waiting for the right opportunity to expand. The action phase began with the first semester when the school officially transitioned into an experimental education institution. The case school established a Research and Development Office, introduced innovative teaching methods, and increased parent information sessions and meetings. However, there were still challenges to overcome, such as staff turnover, insufficient collaborative preparation time, and significant disparities in students' abilities and characteristics, which required continuous adjustments and responses from the school. Finally, this study provides relevant recommendations for educational authorities, the case school, other schools intending to undergo similar transformations, and future research. |
