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研究生中文姓名:李雯佩
研究生英文姓名:Wen-Pei Li
中文論文名稱:女性校長領導觀點轉化歷程之敘事研究
英文論文名稱:A Narrative Research on the Perspective Transformation Process
指導教授姓名:丁一顧博士
學位類別:博士
校院名稱:臺北市立大學
系所名稱:教育學系博士班
論文出版年:103
畢業學年度:103
語文別:中文
論文頁數:367
中文關鍵詞:女性校長領導觀點轉化敘事研究
英文關鍵字:leadership of female principalsperspective transformationnarrative research
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本研究主旨在探討三位女性校長領導觀點轉化的歷程及影響因素。研究者採以敘事研究的方法,透過晤談及文件分析等方式,加以整理、歸納與分析,並撰寫女性校長領導觀點轉化的生命故事。本研究的主要研究發現如下:
壹、女性校長領導觀點轉化的歷程
一、女性校長領導觀點轉化的歷程包括發展期、批判反思期及價值實踐期三個重要階段。然而,未必經歷如Mezirow觀點轉化特定的階段或模式,且具有反覆流動的特性。
二、女性校長為多元權變領導的實踐者,隨著學校規模、文化情境、經驗的差異,領導觀點的思維與轉化而有所不同,其領導者皆以領航者的角色帶領整體校務之發展。
三、女性校長透過學習與團體多元視域的對話激發思考,連結不同的觀點以產生圓融成熟的共識,有助校長領導觀點的轉化。
四、女性校長在靜態固著學校中,站在舊有的傳統上突破與改變,發展學校領導社群的動態系統性行動需求、以帶領教師的專業成長。
五、女性校長經由經驗的累積及具有教育的使命感與熱忱,內在凝鍊成圓熟的教育智慧,突破性別差異的生命態度,剛柔並濟、積極的、堅韌的生命能量,使其轉化成為一位成功卓越的領導者,豐富自我的生命。
六、女性校長所經歷之事件的本身深具有其意義性,考驗是促成觀點轉化的力量。
七、女性校長之既有的意義結構深受學科背景、教育信念與學習等多重脈絡所影響。
八、一步一腳印,逐夢踏實:圓人生的教育夢想,女性校長設立新學校之艱重任務,促成生命淬鍊的展現。
貳、女性校長觀點轉化的影響因素
外在因素為教育政策、家長與社區文化;內在因素為學校規模、文化與學生背景;個人因素為性格、正向思考、學科背景與教育理念、經驗與反思、學習等。
本研究最後根據研究結果提出了數項建議,供教育行政單位、學校校長及後續研究之參考。
Taking the approach of narrative study, this study aims to explore the factors and course of development of three female principals’ leadership perspective transformations. The researcher collected data through interviews and analyze documents to reorganize and summarize the life stories of female principals’ leadership perspective transformations. The main findings of this study are as follows:
A.The Course of Female Principals’ Leadership Perspective Transformations
1.The course through which female principals’ leadership perspective transformations have gone includes three significant phases: the development stage, the critical reflective stage, and the value realization stage. However, they have not necessarily gone through the specific period or mode of perspective transformations as Mezirow figured out. And they continually moved back and forth among these three different stages.
2.These three female principals are practitioners who carry out multi-contingency leaderships with variations in school size, cultural contexts, experiences, and perspectives on leaderships and transformations. They played the key roles in the school development.
3.With the inspiring visionary dialogues among groups, these three female principals connected a variety of viewpoints through learning to create harmonious, mature consensus and thereby contributed to the principals’ leadership perspective transformations.
4.In order to lead the teachers' professional growth, these three female principals developed the dynamic needs of the systematic actions in the school leaders’ community in their fixed stationery schools, trying to go beyond and change traditions.
5.Through the accumulation of experiences, female principals cultivated wisdom from the inside with a sense of mission and enthusiasm. Their attitude helped them make a breakthrough in life across gender differences. Their tenacity, flexibility, positivity, and strength enriched their own lives and transformed themselves into successful leaders.
6.The events that these three female principals went through are meaningful, and these trials are the catalysts to their own perspective transformations.
7.These female principals’ existing structures of meanings is deeply influenced by the multifarious contexts of their discipline backgrounds, their beliefs of education and learning.
8.These three female principals established new schools and step by step made their educational dreams come true, displaying their life refining process.

B.Factors of Female Principals’ Perspective Transformation
External factors include such factors as education policy, parents and community culture; internal factors include such factors as school size, culture and student background; personal factors include such factors as personality, positive thinking, academic background and philosophy of education, experiences and reflections, and learning.
Based on the research findings, this study makes several suggestions for the reference of education administrative units, school principals and follow-up research.
第一章 緒論
第一節 研究動機與目的 1
第二節 研究問題 9
第三節 名詞釋義 10
第四節 研究限制 11
第二章 文獻探討
第一節 女性主義概念及其相關研究 13
第二節 領導理論及其相關研究 30
第三節 觀點轉化理論及其相關研究 47
第三章 研究方法
第一節 敘事研究 89
第二節 研究對象 97
第三節 研究者的立場與角色 102
第四節 資料蒐集與分析 102
第五節 研究信度與效度 107
第六節 研究倫理 110
第四章 研究結果分析與討論
第一節 千慈校長之敘事分析 113
第二節 觀山校長之敘事分析 156
第三節 智嵐校長之敘事分析 190
第四節 討論 266
第五章 結論與建議
第一節 結論 305
第二節 建議 314
參考文獻
中文部分 318
英文部分 328
附錄
附錄一 女性校長訪談大綱架構圖 348
附錄二 女性校長訪談大綱 349
附錄三 女性校長部屬訪談大綱 351
附錄四 研究效度檢核函 352
附錄五 研究受訪同意書 353
附錄六 訪談逐字稿 354














表 次
表2-3-1觀點轉化之歷程表 58
表3-1-1研究受訪者訪談時間一覽表 95
表3-2-1三位受訪者女性校長基本資料表 101
表3-5-1 轉譯代號說明表 105
表3-6-1本研究信效度檢核表 108
表4-4-1三位女性校長領導觀點轉化歷程之摘要表 266
表4-4-2三位女性校長領導觀點轉化歷程之異同表 268
表4-4-3三位女性校長領導觀轉化之影響因素表 284


















圖 次
圖2-3-1從個人主義到精神領袖的轉化 72
圖3-1-1 敘事研究步驟圖 94
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