期刊專區/ Periodical Section

學校變革與校長領導理論的整合性觀點：Bolman 和Deal 之多元架構領導途徑分析

An Integrated Perspective on Theories of School Change and Principal Leadership: An Analysis of Bolman and Deal’s Multi-Frame of Leadership

所屬期刊：	第1卷第2期 「教育政策與制度」 主編：國立政治大學 教育學院 秦夢群院長
系統編號：	vol002_08
主題：	教育政策與制度
出版年份：	2005
作者：	陳成宏
作者(英文)：	Chen
論文名稱：	學校變革與校長領導理論的整合性觀點：Bolman 和Deal 之多元架構領導途徑分析
論文名稱(英文)：	An Integrated Perspective on Theories of School Change and Principal Leadership: An Analysis of Bolman and Deal’s Multi-Frame of Leadership
共同作者：
最高學歷：	博士
校院名稱：	美國麻州大學
系所名稱：	教育行政與領導研究所
語文別：	中文
論文頁數：	20
中文關鍵字：	多元架構領導; 校長領導; 學校變革
英文關鍵字：	multi-frame of leadership; principal leadership; school change
服務單位：	興國管理學院 文教事業管理系
稿件字數：	12888
作者專長：	教育行政
投稿日期：	2005/04/28
論文下載：
摘要(中文)：	本研究主要目的乃在將Bolman 和Deal (1997) 的多元架構領導途徑順勢導入於組織變革歷程的描述、詮釋與論證，並進而應用在教育行政領域上，以整合性的觀點來分析學校變革與校長領導二派理論間的動態互動關係。本文之主要論述面著眼於依序探討多元架構領導之「結構化」、「人力資源」、「政治化」與「象徵化」四大架構的特質與推論假定，強調領導者必須清楚體認、靈活運用此四架構於千變萬化的組織領導情境中。文中之另一關鍵立論點則在探討「多元架構領導」和「組織變革歷程」的緊密關連，藉由Bolman 和Deal 所推演出之「『領導』『變革』同步」的可能性，領導與變革兩者當可視為一體兩面、同相共生的整合論題。而基於「『領導』『變革』同步」的可能性整合推論，「校長領導」與「學校變革」二者之相容相通論點乃獲得進一步的支持。文末作者提出結語以回應全文。
摘要(英文)：	The main purpose of this paper was to introduce Bolman and Deal’s (1997) multi-frame of leadership into the delineation, interpretation as well as reasoning of the process of organizational change, and further apply them to the area of educational administration to analyze the dynamic interaction between both theories of school change and principal leadership through an integrated perspective. One pivotal discourse of this study was concerned with the exploration of the traits and assumptions of the structural, human resource, political, and symbolic frames under multi-frame. Another critical viewpoint of this study aimed to prove the intimate connection between multiframe and organizational change, which more convincingly deduces that both sides could be integrated into a holistic thesis. Accordingly, the assumption of “synchronization of leadership and change” therefore significantly supports the great compatibility between “principal leadership” and “school change.” This study proposed some reflection and retrospect as conclusions.
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