初任校長推動國際教育之微觀政治素養分析 The Micropolitical Literacy of a Novice Principal and His Ability to Promote International Education

Abstract

本研究旨在探討初任校長在國際教育推動的學校變革行動中，如何運用微觀政治素養。研究者選取一所致力推動國際教育，且以其為學校願景的國民小學。研究結果發現，儘管推動國際教育有其挑戰與優勢，初任校長本著過去執行經驗，在學校變革行動中，涵育微觀政治素養：認知面秉著「國際教育」經驗，以之為學校願景，通盤了解工作分配的內容、行銷策略、教學內涵；技能面，初任校長正向尊重和負向控制的策略，無可避免學校內部勢力消長，教學管理策略創造親師生多贏局勢；情意面，關懷弱勢學生，增強教師使命感，強化家長歸屬感。 This study investigates the micropolitical literacy of an elementary school novice principal who lead organizational change within the school to promote international education. The principal, the director of the Teaching Affairs Division, a teacher with administrative duty, an English teacher, and a homeroom teacher were all interviewed. Despite the challenges and opportunities associated with the school’s readiness for change, the novice principal successfully mobilized change for the first time. The main findings are as follows: Regarding cognition, the novice principal with international education experience showed knowledge of 1. the school’s aims, 2. teachers’ work loading, 3. colleagues’ abilities, 4. internet marketing, and 5. teaching. Regarding skills, the novice principal respects others’ strengths and weaknesses, and his teaching management creates a win-win situation for students, teachers, and parents. Regarding effectiveness, his concern for disadvantaged students triggers positive emotions and fulfillment in teachers and parents.

Keywords

• 初任校長
• 國際教育
• 微觀政治素養
• beginning principal
• international education
• micropolitical literacy