期刊目錄列表 - 62卷(2017) - 【教育科學研究期刊】62(3)九月刊
Directory
國民中學校長績效責任領導困境與策略之研究：質性分析取徑
作者:張文權(國立東華大學教育行政與管理學系)、范熾文(國立東華大學教育行政與管理學系)、陳成宏(國立東華大學教育行政與管理學系)
卷期：62卷第3期
日期：2017年9月
頁碼：57-93
DOI：10.6209/JORIES.2017.62(3).03
摘要：
本研究目的為探究國民中學校長實踐績效責任領導的困境與實踐情形。採質性研究方法，以紮根理論進行編碼分析。第一階段焦點團體座談，主要在瞭解績效責任領導的困境及策略；第二階段個案學校訪談是延續焦點團體座談結果，並以立意抽樣選取具實務績效之個案學校，探求實務作為。研究結論發現：一、校長績效責任領導困境包含：衝突情境與權責失衡、信念落差與不信任感、成員觀望與保守文化及外界社區期望與阻力，此四項來自於個體與團體、制度與文化兩方面阻力之交互作用；二、校長績效責任領導之策略包含：發展願景與賦權增能、聚焦教育意義與承諾、形成承擔責任規範、推動親師共責並建立值得信任的品牌，此四項可建構個體與團體、制度與文化兩方面的交互支持系統；三、在校長實踐績效責任領導的個體歷程中，領導者信念及賦權增能等領導作為有其重要性；四、透過溝通歷程建立教師負起績效責任之共責的規範文化，是校長推動績效責任領導團體歷程中的關鍵作為。
關鍵詞：校長領導、國民中學、紮根理論、績效責任領導
《詳全文》
參考文獻：
- 吳清山（2016）。教育的正向力量。臺北市：高等教育。【Wu, C.-S. (2016). Positive power in education. Taipei, Taiwan: Higher Education.】
- 吳清山、蔡菁芝（2006）。英美兩國教育績效責任之比較分析及其啟示。師大學報：教育類，51（1），1-21。doi:10.3966/2073753X2006045101001【Wu, C.-S., & Tsai, C.-C. (2006). A comparative analysis of educational accountability in the UK and USA. Journal of National Taiwan Normal University: Education, 51(1), 1-21. doi:10.3966/2073753X2006045101001】
- 林清達（2003）。教育改革時代的學校與社區互動關係。花蓮師院學報，16，135-158【Lin, C.-D. (2003). Establishing school community relationship in the educational reform era. Journal of National Hualien Teachers College, 16, 135-158.】
- 范熾文（2007）。教育績效責任：市場模式及其啟示。中等教育，58（3），26-41。doi:10.6249/SE. 2007.58.3.02【Fan, C.-W. (2007). The implications of educational accountability for school management. Secondary Education, 58(3), 26-41. doi:10.6249/SE.2007.58.3.02】
- 范熾文（2008）。教育行政研究－批判取向。臺北市：五南。【Fan, C.-W. (2008). Education administrative research: Critical orientation. Taipei, Taiwan: Wu-Nan Book.】
» 展開更多
- 吳清山（2016）。教育的正向力量。臺北市：高等教育。【Wu, C.-S. (2016). Positive power in education. Taipei, Taiwan: Higher Education.】
- 吳清山、蔡菁芝（2006）。英美兩國教育績效責任之比較分析及其啟示。師大學報：教育類，51（1），1-21。doi:10.3966/2073753X2006045101001【Wu, C.-S., & Tsai, C.-C. (2006). A comparative analysis of educational accountability in the UK and USA. Journal of National Taiwan Normal University: Education, 51(1), 1-21. doi:10.3966/2073753X2006045101001】
- 林清達（2003）。教育改革時代的學校與社區互動關係。花蓮師院學報，16，135-158【Lin, C.-D. (2003). Establishing school community relationship in the educational reform era. Journal of National Hualien Teachers College, 16, 135-158.】
- 范熾文（2007）。教育績效責任：市場模式及其啟示。中等教育，58（3），26-41。doi:10.6249/SE. 2007.58.3.02【Fan, C.-W. (2007). The implications of educational accountability for school management. Secondary Education, 58(3), 26-41. doi:10.6249/SE.2007.58.3.02】
- 范熾文（2008）。教育行政研究－批判取向。臺北市：五南。【Fan, C.-W. (2008). Education administrative research: Critical orientation. Taipei, Taiwan: Wu-Nan Book.】
- 秦夢群（2013）。教育領導理論與應用。臺北市：五南【Chin, M.-C. (2013). Education leadership theory and application. Taipei, Taiwan: Wu-Nan Book.】
- 張文權、范熾文（2015）。促進教師專業發展的新取向－績效責任領導。載於吳清基、黃嘉莉（主編），師資培育法20年的回顧與前瞻（pp. 223-252）。臺北市：中華民國師範教育學會。【Chang, W.-C., & Fan, C.-W. (2015). New approach of promoting teacher professional development-accountability leadership. In C.-J. Wu & J.-L. Huang (Eds.), Retrospect and prospect of teacher education act in the past twenty years (pp. 223-252). Taipei, Taiwan: Teacher Education Society of R.O.C.】
- 張文權、陳慧華、范熾文（2016）。當代績效責任領導：概念、理論及對校長領導之啟示。學校行政，101，34-54。doi:10.3966/160683002016010101003 【Chang, W.-C., Chen, H.-H., & Fan, C.-W. (2016). Contemporary accountability leadership: Concept, theory and inspiration for principal leadership. School Administrators, 101, 34-54. doi:10.3966/160683002016010101003】
- 張慶勳（2014）。一所新創民主教育理念小學的個案研究。教育研究月刊，241，17-33。doi:10.3966/168063602014050241002【Chang, C.-H. (2014). A case study of new ideal elementary school management on democratic education. Journal of Education Research, 241, 17-33. doi:10.3966/168063602014050241002】
- 教育部（2011）。第8次全國教育會議實錄。取自http://www.edu.tw/News_Content.aspx?n= 829446EED325AD02&sms=26FB481681F7B203&s=3901E2A15835CD65【Ministry of Education. (2011). The report of the eighth national education convention. Retrieved from http://www.edu.tw/News_Content.aspx?n=829446EED325AD02&sms=26FB481681F7B203&s=3901E2A15835CD65】
- 陳成宏（2015）。美國各州教育人員集體成績作弊現象與原因之探討。教育政策論壇，18（2），31-57。doi:10.3966/156082982015051802002【Chen, C.-H. (2015). A study of the phenomena of and causes for American educators’ collective cheating on students’ standardized testing. Educational Policy Forum, 18(2), 31-57. doi:10.3966/1560829820150518020 02】
- 陳成宏（2016）。「沒有孩子落後」之後：NCLB豁免計畫的角色定位、法理基礎與實施爭議之探討。教育科學研究期刊，61（1），69-89。doi:10.6209/JORIES.2016.61(1).03 【Chen, C.-H. (2016). Role, legal foundation, and implementation controversy of the NCLB waiver. Journal of Research in Education Sciences, 61(1), 69-89. doi:10.6209/JORIES.2016.61(1).03】
- 陳寶山（2014）。國民中小學辦學績效的現況與展望。學校行政，94，1-25。doi:10.3966/16068 3002014110094001【Chen, B.-S. (2014). The current situations and prospect of the performance of running national high schools and primary schools. School Administrators, 94, 1-25. doi:10.3966/160683002014110094001】
- 溫子欣、秦夢群、陳木金（2015）。校長教學領導個案研究。教育科學期刊，14（1），123-146。【Wen, T.-S., Chin, M.-C., & Chen, M.-J. (2015). Principal’s instructional leadership: A case study. The Journal of Educational Science, 14(1), 123-146.】
- 湯堯（2011）。給校長遴選一個淨樂空間。臺灣教育評論月刊，1（1），39-40。【Tang, Y. (2011). Giving the principal selection process a peaceful leeway. Taiwan Educational Review, 1(1), 39- 40.】
- 鄭彩鳳（2004）。教育績效管理與績效責任。教育研究月刊，124，5-21。【Cheng, T.-F. (2004). Educational performance management and accountability. Journal of Education Research, 124, 5-21.】
- 鄭新輝（2008）。以校長績效管理取代績效評鑑：英國經驗的啟示。教育政策論壇，11（2），131-170。【Cheng, H.-H. (2008). Transformation from principal performance appraisal to principal performance management: Lessons from Britain’s experience. Educational Policy Forum, 11(2), 131-170.】
- 賴志峰（2012）。不用數字的學校領導研究：以個案研究為主。學校行政，78，1-24。【Lai, C.-F. (2012). Qualitative methods in school leadership research: A case study approach. School Administrators, 78, 1-24.】
- Dworkin, A. G., & Tobe, P. F.（2014）。全球化、新自由主義績效責任體系與教育。臺灣教育社會學研究，14（2），1-31. doi:10.3966/168020042014121402001【Dworkin, A. G., & Tobe, P. F. (2014). Globalization and education within a system of neoliberal accountability. Taiwan Journal of Sociology of Education, 14(2), 1-31. doi:10.3966/168020042014121402001】
- Accountability. (n.d.). Merriam-Webster’s online dictionary. Retrieved from http://www.merriam- webster.com/dictionary/accountability
- Accountability Leadership Institute. (2016). 17th annual accountability leadership institute for English learner and immigrant students. Retrieved from http://www.cde.ca.gov/sp/el/t3/ali.asp
- Barnett, B. G., Shoho, A. R., & Bowers, A. J. (2013). Introduction. In B. G. Barnett, A. R. Shoho, & A. J. Bowers (Eds.), School and district leadership in an era of accountability (pp. 1-12). North Carolina, NC: Information Age.
- Bodenmiller, J. J. (2015). A quantitative relational analysis of leadership style and leader- accountability in nonprofit organizations (D.M. Dissertation). Retrieved from ProQuest Dissertations & Theses A&I database. (UMI No. 3714860)
- Browning, H. (2012). Accountability: Taking ownership of your responsibility. Greensboro, NC: Center for Creative Leadership.
- Brundrett, M., & Rhodes, C. (2011). Leadership for quality and accountability in education. New York, NY: Routledge.
- Carnoy, M., Elmore, R., & Siskin, L. S. (2003). Introduction. In M. Carnoy, R. Elmore, & L. S. Siskin (Eds.), The new accountability: High schools and high-stakes testing (pp. 1-12). New York, NY: RoutledgeFalmer.
- Carpenter, B. D., & Sherretz, C. E. (2012). Professional development school partnerships: An instrument for teacher leadership. School-University Partnerships, 5(1), 89-101.
- Charmaz, K. C. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage. doi:10.5565/rev/papers/v86n0.825
- Connors, R., & Smith, T. (2009). How did that happen?: Holding people accountable for results the positive, principled way. New York, NY: Penguin Group.
- Cooper, T. L. (2012). The responsible administrator: An approach to ethics for the administrative role. San Francisco, CA: Jossey-Bass.
- Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage. doi:10.4135/9781452230153
- Dalin, P. (1998). School development theories and strategies. New York, NY: Cassell.
- Darling-Hammond, L., & Snyder, J. (2015). Meaningful learning in a new paradigm for educational accountability: An introduction. Education Policy Analysis Archives, 23(7), 1-9. doi:10.14507/ epaa.v23.1982
- Darling-Hammond, L., Wilhoit, G., & Pittenger, L. (2014). Accountability for college and career readiness: Developing a new paradigm. Education Policy Analysis Archives, 22(86). doi:10. 14507/epaa.v22n86.2014
- Dealy, M. D., & Thomas, A. R. (2007). Managing by accountability. Westport, CT: Praeger.
- de Waal, E. (2011). Legal accountability for public school discipline: Fact or fiction? South African Journal of Education, 31(2), 175-189.
- Edmunds, H. (1999). The focus group research handbook. New York, NY: McGraw-Hill.
- Fairholm, G. W. (2001). Mastering inner leadership. Westport, CT: Quorum Books.
- Feintuck, M. (1994). Accountability and choice in schooling. Philadelphia, PA: Open University Press.
- Forsyth, P. B., Adams, C. M., & Hoy, W. K. (2011). Collective trust: Why schools can’t improve without it. New York, NY: Teachers College Press.
- Froschheiser, L. (2009). Be a passion maker: Become an accountability leader and inspire your team to exceed its goals. Supervision, 70(6), 15-17.
- Fullan, M. (2007). The new meaning of educational change. New York, NY: Teachers College Press.
- Gill, R. (2011). Theory and practice of leadership. Thousand Oaks, CA: Sage.
- Gilsdorf, J. G. (2000). Accountability and the classroom: A study of selected beliefs and practices of Nebraska public school teachers and principals concerning student classroom assessment and grading (Unpublished doctoral dissertation). The University of Nebraska-Lincoln, Lincoln,NE.
- Glaser, B. G., & Strauss, A. L. (1999). The discovery of grounded theory: Strategies for qualitative research. New York, NY: Aldine Transaction.
- Glasman, N. S., & Glasman, L. D. (2006). The expert school leader: Accelerating accountability. Washington, WA: Rowman & Littlefield Education.
- Gonzalez, R. A., & Firestone, W. A. (2013). Educational tug-of-war: Internal and external accountability of principals in varied contexts. Journal of Educational Administration, 51(3), 383-406. doi:10.1108/09578231311311528
- Green, R. L. (2017). Practicing the art of leadership: A problem-based approach to implementing the professional standards for educational leaders. Boston, MA: Pearson.
- Griffith, D., & Mellor, M. (2014). Making accountability meaningful. Policy Priorities, 20(2), 1-7.
- Grimshaw, J., & Baron, G. (2010). Leadership without excuses: How to create accountability and high- performance. New York, NY: McGraw-Hill.
- Hoy, W. K., & Miskel, C. G. (2008). Educational administration: Theory, research, and practice. New York, NY: McGraw-Hill.
- Ingram, D., Seashore Louis, K., & Schroeder, R. G. (2004). Accountability policies and teacher decision making: Barriers to the use of data to improve practice. Teachers College Record, 106(6), 1258-1287. doi:10.1111/j.1467-9620.2004.00379.x
- Kraines, G. (2001). Accountability leadership: How to strengthen productivity through sound managerial leadership. Franklin Lakes, NJ: Career Press.
- Larry, L. (2001). Leadership for accountability. Research Roundup, 17(3), 1-5.
- Levitt, R., Janta, B., & Wegrich, K. (2008). Accountability of teachers: Literature review. Santa Monica, CA: RAND Corporation.
- Lincoln, Y., & Guba, E. (1999). Establishing trustworthiness. In A. Bryman & R. G. Burgess (Eds.), Qualitative research (Vol. 3, pp. 397-444). Thousand Oaks, CA: Sage.
- Maak, T., & Pless, N. M. (2006). Responsible leadership in a stakeholder society－A relational prspective. Journal of Business Ethics, 66(1), 99-115. doi:10.1007/s10551-006-9047-z
- Molinaro, V. (2015). Driving leadership accountability: A critical business priority for HR leaders. People & Strategy, 38(3), 32-36.
- Moody-Stuart, M. (2014). Responsible leadership: Lessons from the front line of sustainability and ethics. Sheffield, UK: Greenleaf.
- Morgan, D. L. (1997). Focus groups as qualitative research. Thousand Oaks, CA: Sage. doi:10.4135/ 9781412984287
- Ng, P. T. (2013). An examination of school accountability from the perspective of Singapore school leaders. Educational Research for Policy and Practice, 12(2), 121-131. doi:10.1007/s10671- 012-9127-z
- Odia, J. O. (2014). Performance auditing and public sector accountability in Nigeria: The roles of supreme audit institutions (SAIs). Asian Journal of Management Sciences and Education, 3(2), 102-109.
- Ospina, S. (2004). Qualitative research. In G. Goethals, G. Sorenson, & J. MacGregor (Eds.), Encyclopedia of leadership (Vol. 3, pp. 1279-1284). Thousand Oaks, CA: Sage.
- Pearce, C. L., Wassenaar, C. L., & Manz, C. C. (2014). Is shared leadership the key to responsible leadership? Academy of Management Perspectives, 28(3), 275-288. doi:10.5465/amp.2014.0017
- Reeves, D. B. (2004). Accountability for learning: How teachers and school leaders can take charge. Alexandria, VA: Association for Supervision and Curriculum Development.
- Richardson, T. (2015). The responsible leader: Developing a culture of responsibility in an uncertain world. New York, NY: Kogan Page.
- Robert, B. W. (1989). Accountability in education: A philosophical inquiry. New York, NY: Routledge.
- Shallenberger, S. (2014). Becoming your best: The 12 principles of highly successful leaders. New York, NY: McGraw-Hill.
- Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75. doi:10.3233/EFI-2004-22201
- Shipps, D. (2012). Empowered or beleaguered? Principals’ accountability under New York city’s diverse provider regime. Education Policy Analysis Archives, 20(1), 1-40. doi:10.14507/epaa. v20n1.2012
- Silverstein, S. (2015). No more excuses: The five accountabilities for personal and organizational growth. Shippensburg, PA: Sound Wisdom.
- Sink, C. A. (2009). School counselors as accountability leaders: Another call for action. Professional School Counseling, 13(2), 68-74. doi:10.5330/PSC.n.2010-13.68
- Sirotnik, K. A. (2004). Holding accountabilty accountable-hope for the future? In K. A. Sirotnik (Ed.), Holding accountability accountable: What ought to matter in public education (pp. 148-170). New York, NY: Teacher College Press.
- Stewart, D. W., Shamdasani, P. N., & Rook, D. W. (2007). Focus groups: Theory and practice. Thousand Oaks, CA: Sage.
- Stone-Johnson, C. (2014). Responsible leadership. Educational Administration Quarterly, 50(4), 645-674. doi:10.1177/0013161X13510004
- Temes, P. S. (2002). Against school reform (and in praise of great teaching): Getting beyond endless testing, regimentation, and reform in our schools. Chicago, IL: Ivan R. Dee.
- Turnipseed, S., & Darling-Hammond, L. (2015). Accountability is more than a test score. Education Policy Analysis Archives, 23(11), 1-8. doi:10.14507/epaa.v23.1986
- Ulrich, D., & Smallwood, N. (2013). Leadership sustainability: Seven disciplines to achieve the changes great leaders know they must make. New York, NY: McGraw-Hill.
- Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44(3), 519-558. doi:10.3102/0002831207306859
- Williams, C. (2006). Leadership accountability in a globalizing world. New York, NY: Palgrave Macmillan.
- Wood, J. A., & Winston, B. E. (2005). Toward a new understanding of leader accountability: Defining a critical construct. Journal of Leadership and Organizational Studies, 11(3), 84-94. doi:10.1177/107179190501100307
- Wood, J. A., & Winston, B. E. (2007). Development of three scales to measure leader accountability. Leadership and Organization Development Journal, 28(2), 167-185. doi:10.1108/014377307 10726859
- Worrall, D. (2013). Accountability leadership: How great leaders build a high performance culture of accountability and responsibility. Carlton, AU: The Accountability Codes.
- Worrall, D. (2014). The personal accountability code: The step-by-step guide to a winning strategy that transforms your goals into reality with the new science of accountability. Carlton, AU: The Accountability Codes.
- Yin, R. K. (2014). Case study research: Design and methods. Thousand Oaks, CA: Sage.
Journal directory listing - Volume 62 (2017) - Journal of Research in Education Sciences【62(3)】September
Directory
Difficulties Facing the Accountability Leadership of Junior High School Principals and the Strategies They Employ: A Qualitative Approach
Author: Wen-Chuan Chang(Department of Educational Administration and Management, National Dong Hwa University), Chi-Wen Fan(Department of Educational Administration and Management, National Dong Hwa University), Cheng-Hung Chen(Department of Educational Administration and Management, National Dong Hwa University)
Vol.&No.：Vol. 62, No.3
Date：September 2017
Pages：57-93
DOI：10.6209/JORIES.2017.62(3).03
Abstract：
This study investigated the difficulties junior high school principals face regarding accountability leadership and examined strategies for resolving problems. A qualitative research method was employed, and a grounded theory approach was used for coding and analysis. The first investigation stage consisted of a focus group discussion chiefly intended to gain an understanding of the difficulties encountered and strategies used in accountability leadership. The case interviews employed in the second stage built upon the results of the focus group discussion, and purposive sampling was used to identify the practical behavior of the interviewees. The results of this study are as follows: First, the difficulties encountered in accountability leadership—owing to resistance from “individual and group” and “structure and culture”—include: (1) conflict situations and an inbalance between power and responsibility; (2) school members’ belief gaps and distrust; (3) the conservative culture in the teaching community; and (4) community expectations and resistance. Second, the strategies used in accountability leadership—which involve the construction of mutual support systems for “individual and group” as well as “institution and culture”—include the shaping of vision and empowerment, emphasizing educational meaning and commitment, cultivating norms for assuming responsibility, improving parent-teacher coaccountability, and promoting a trustworthy brand. Third, it is crucial that a principal’s belief and empowerment be emphasized during the exertion of accountability leadership. Fourth, establishing a normative culture of teacher coaccountability through communication is critical if principals are to enforce accountability leadership among group members.
Keywords：accountability leadership, grounded theory, junior high school, principal leadership