學校領導情境中的結構化現象 :以Giddens結構化理論為架構 = A study on structuration phenomenon in the context of school leadership :taking giddens' structuration theory as framework

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題名:
學校領導情境中的結構化現象 :以Giddens結構化理論為架構 = A study on structuration phenomenon in the context of school leadership :taking giddens' structuration theory as framework
著者: 張國輝
國立臺南大學教育學系
主題: 結構化理論領導情境 Giddens; Giddens Structuration Theory Context of leadership
描述: 由於學校是一個社會系統，領導是一種社會現象。本研究從社會學的觀點，以Giddens的「結構化理論」詮釋學校情境的形成與改變，並將領導研究的重心由「領導者」轉移到「情境」，透過個案研究方法，探討情境如何影響教師行動。本研究首先探討結構化理論的相關概念，其次採用質性研究法，以三所個案學校為研究對象，共訪談3名校長及10名教師。最後依據訪談資料，探討個案學校中的情境秩序、成員行動和二重性現象。研究結果整理如下：一、結構是一種虛擬秩序，能以二重性概念詮釋學校情境的形成與變遷。二、教師能感受到「情境結構」的存在，並產生價值批判。三、結構對教師行動有限制或促進的影響，但教師仍有自主的行動選擇。四、教師行為依循反身性監控，行為的「合理性」累積成為學校情境的結構化原則五、在原有的情境中加入新的規則或資源，可能影響教師行為，進而改變學校的情境結構。六、結構化理論及其概念可供學校領導實務參考： (一)重視領導以合理意義取代職權命令的本質 (二)有效的領導在於影響教師能認同行動的意義並付諸實踐 (三)意義規則是影響教師行動最常見的因素，校長可透過言詞論述或行動實踐傳達行動的意義 (四)「解釋圖式」是教師共同認知的意義規則，校長可透過溝通互動逐漸擴大 (五)善用本體性安全及反身性監控的概念，導引教師在行動參與中認同行動的意義 (六)結構是行動實踐的結果，學校成員應謹守合理的行動意圖，但毋須預設行動結果最後，根據研究結果提出建議，供學校成員及後續研究者參考。.
Since the school is also a social system, and leadership is also a social phenomenon, this study explores leadership from a sociological perspective and uses the Structuration Theory proposed by Giddens as a framework to interpret the formation and change of school context. In addition, this study shifts the focus of discussion of leadership issues from "leader" to " context ", and explores how context affects teachers' actions through case study methods. This study first conducts a literature discussion on the concepts of Structuration Theory, and secondly taking three schools as a study case, and interviewing 3 principals and 10 teachers. Finally, based on the interview data, the duality phenomena in case schools are discussed. The study results are summarized as follows: 1.The structure is a kind of virtual order, which can interpret the formation and changes of the school context with the concept of duality. 2.Teachers can feel the existence of ‘structure’ and arouse their criticism. 3.The structure restricts or promotes teachers’ actions, but teachers still have their own choice of actions. 4.Teachers' behaviors follow reflexive monitoring, and the ‘reasonableness’ of behaviors accumulates to be a structural principle of the school context. 5.Adding new rules or resources in the context may affect teacher behavior and change the school structure. 6.Structuration Theory can be used as a reference for school leaders: (1)Attach importance to the nature of leadership replacing authority orders with reasonable meaning. (2)Effective leadership is to make teachers aware of the meaning of action and put it into practice. (3)The rule of meaning is the most common factor that affects teachers’ actions. Principals can convey the meaning of actions through explanation, discussion, or action practice Leaders should expand the "interpretation scheme" through communication and interaction. (4)The meaning of the rule is the most common factor that aff
出版者: 博士論文--國立臺南大學教育學系教育經營與管理博士班.
建立日期: 民110[2021]
格式: 10,207頁 : 圖 ; 30公分..
語言: 中文;英文
資源來源: NUTN ALEPH

連結

學校領導情境中的結構化現象 :以Giddens結構化理論為架構 = A study on structuration phenomenon in the context of school leadership :taking giddens' structuration theory as framework

張國輝國立臺南大學教育學系民110[2021]

正在檢索遠程資料庫，請稍等

學校領導情境中的結構化現象 :以Giddens結構化理論為架構 = A study on structuration phenomenon in the context of school leadership :taking giddens' structuration theory as framework

張國輝 國立臺南大學 教育學系 民110[2021]

正在檢索遠程資料庫，請稍等

張國輝國立臺南大學教育學系民110[2021]