我國高中校長培育制度建構之研究

• Main Authors: 蔡雅芳, Tsai,Ya Fang
• Language: 中文
• Published: 國立政治大學
• Subjects: 校長培育制度; 校長培育課程; 校長現場實習制度; 師傅校長; 校長培育配套措施; Principal Preparation System; Principal Preparation Courses; Field Internship of Principals; Mentor Principal; Accompanying Measures to the Principal Preparation
• Online Access: http://thesis.lib.nccu.edu.tw/cgi-bin/cdrfb3/gsweb.cgi?o=dstdcdr&i=sid=%22G0093921072%22.

本研究係為建構我國高中校長培育之雛型，研究內容涵蓋培育專業課程、師傅校長、現場實習及相關配套措施等。為建立研究架構，先進行文獻分析探討及歸納，並事先訪談學校教師、校長及教育行政主管機關人員以蒐集實務運作意見，經編製成調查問卷，以作為調查工具。以臺北市高中校長、主任、國中校長及教育行政主管機關人員計268人為問卷發放對象，問卷回收222份，回收率達82.84%。問卷回收後，採平均數、標準差、次數分配表及交叉表等方法進行統計分析及討論。謹將本研究獲致之結論臚列如下： 壹、校長培育制度規劃可採本研究建構之四項內涵規劃 貳、高中校長培育專業課程： 一、受試者知覺整體高中校長培育專業課程為需要程度。 二、高中校長培育專業課程以行政管理得分最高。 三、於校長培育專業課程前先行學員評估，據以規劃課程。 參、高中校長現場實習及師傅校長制度 一、於培育課程中期開始，每週安排校長實習課程。 二、校長應每週一天赴學校實習，為期一學期至一學年。 三、依學員意願分配至願意提供實習之學校實習，並經培育單位同意。 四、校長應在二所以上（含二所）不同特色（或程度）學校實習。 五、師傅校長甄選應由校長團體推薦優秀且適合之校長，並經教育主管機關認可。 六、師徒配對方式，以培育單位提供師傅校長名單供學員（實習校長）選擇，並獲師傅校長同意較為合適。 七、師傅校長與學員（實習校長）的配對以一對一形式為佳，於適當時機，增加各師傅校長及各實習校長彼此互動機會，以獲致團隊學習效果。 八、師傅校長參與方式，在培育課程中，每週應安排師傅校長授課時 間。 九、獎勵師傅校長輔導實習校長較佳方式係發給合理酬勞。 肆、校長培育相關配套措施 一、宜由地方教育主管機關所屬教師進修研習中心負責辦理高中校長培育制度。 二、應以資績評分（含學歷、服務年資等）、口試及筆試三項分數選育人員。 三、校長培育專業課程若以儲訓班方式辦理，應儲訓九週至十二週為宜。 四、校長培育專業課程若以修碩士班層級校長學分班辦理，應修畢32學分。 五、校長培育專業課程，應安排於假日及寒暑假期間實施。 六、校長培育時程，應為半年以上未滿一年。 七、校長培育經費應由教育主管機關提供學員部分補助。 八、完成培育課程可於參與校長遴選時加分或將其列為參與校長遴選之必要條件，最能提昇校長參與培育意願。 === The purpose of this study is mainly focused on establishing the preparation prototype of senior high school principals in Taiwan; and the contents of this study contained the professional preparation courses, mentor principals, field internship and related accompanying measures etc. In order to establish the structure of this study, the author first conducted the literature review and generalization, as well as interviewed school teachers and principals and education authority to collect the data of field management as the opinions, in addition, the author then organized and revised the collected data and opinions to make a questionnaire as the research tool of this study. Adopted senior high school principals, directors, junior high school principals and education authority, the total number of them is 268, as the target to distribute this questionnaire; the number of returned questionnaire is 222, and the returned rate is reached 82.8%. Furthermore, mean, standard deviation, frequency distribution and cross table etc. methods were used to statistically analyze and discuss on the returned questionnaire of this study. The obtained outcomes are shown as follows: I. The principal preparation system can be implemented based on the four areas constructed by this research: II. Professional preparation courses of senior high school principals: 1.The degree of needs of professional preparation courses of senior high school principals perceived by the subjects. 2.Administrative management is ranked the highest in the professional preparation courses of senior high school principals. 3.The evaluation of trainees should be conducted before the commencement of the principal preparation courses in accordance with which the course contents should be planed. III. Senior high school principal internship and mentor principal system 1.Internship courses should be arranged every week since the middle of the preparation courses. 2.The principal should spend one day per week as an intern in school for the period between one semester and one school year. 3.The trainee should be assigned as an intern to the school which he/she so chooses which should be approved by the education authority 4.The principal should be an intern in at least two schools (including) which have different features (or levels). 5.The selection of mentor principals should be made from outstanding principals who are recommended by the principals’ association and approved by the education authority. 6.The matching of the mentor and disciple should be made by the trainee (intern principal) who makes selection from the list of mentor principals provided by the preparation institution. 7.The matching of the mentor principal and trainee (intern principal) is preferred in the one-to-one form. If opportunities allow, the interaction between the mentor principal and disciple principal should be increased to achieve the results of group learning. 8.In terms of the mentor principal’s participation, lecture hours should be arranged for the mentor principal. 9.The better incentive to encourage the mentor principal to provide guidance for the disciple principal is the provision of reasonable remuneration. IV. The supporting measures for the principal preparation 1.Teachers’ training institutions under the local education authorities should be responsible for the implementation of the principal preparation system. 2.The trainees should be selected as per their seniority and performance scores (including education, years of service, etc), oral examination and written examination. 3.In the event that the professional preparation courses of principals are undertaken for the purpose of training future principals, the adequate length of preparation should be between 9 weeks and 12 weeks. 4.In the event that the professional preparation courses of principals are undertaken by way of the principal credit program at the level of master’s degree, the total credits required for graduation should be 32 credits. 5.The professional preparation courses of principals should be implemented during holidays and summer, winter vacations. 6.The length of the professional preparation courses of principals should be between half a year and one year. 7.The education authority should subsidize part of the expenses of the professional preparation courses of principals. 8.The completion of the preparation courses may be treated as bonus points in the selection of principals or set as the requirement for the participation in the selection of principals, which will motivate principals to participate in the training program.