| 關 鍵 詞： |
印象管理；活動區域；架構；校長角色；劇班 |
| 中文摘要： |
通過探究優質校長角色之全貌，可以幫助我們更好地向典範去學習，進而提升教育品質，造福更多學生。本文以 Goffman 劇場理論為研究視角，將其遷移到教育場域中進行觀看，以拓寬我們探討校長角色之視閾，助益實務層面的改善。研究方法上，結合劇場理論的核心要義：「劇班」、「活動區域」、「架構」、「印象管理」，探討了與校長角色進行連結的可能性，並對優質偏鄉校長 S 進行了半結構化的訪談，進而對其校長角色進行了詮釋。分別討論了一位優質偏鄉校長作為「教學領導者」、「教務協調者」、「社區聯結者」、「社會服務者」的角色特徵。進而啟示相關校長——要釐清自身的管理架構；要充分信任與瞭解自己的合作夥伴，使得人盡其才；要靈活適應自身的活動區域，以「後臺」的表現增益「前臺」的角色；要認真思考對於學校及其自身之於公眾的印象管理問題。
|
| 英文關鍵詞： |
active area；drama grouping；framework；impression management；the role of a rural principal |
| 英文摘要： |
By interpreting the role of high quality principal, we can learn better from the model and improve education quality to benefit more students. This article based on the related concept of Goffman’s theory. By migrating it to the education field, we try to broaden the related research field of vision, also benefits the improvement of the practice. In terms of research method, some core concepts of dramaturgical theory: “drama grouping”, “active area”, “framework”, “impression management” are extracted. Based on the possibility of connecting the principal role with them, we conducted semi-structured interview towards Principal S, also further discussed the different role characters played by Principal S as “teaching leader”, “ educational administration coordinator”, “community connecter”, “social server”, inspiring other principals to make clear about their management logical; fully trust team partners insuring that everyone could better use their talents; be flexible and adaptable to different active areas, and pay attention to the “background Role”, which may help a lot to the “foreground role”; and think carefully about the issues of impression management.
|
| 目 次： |
一、緒論
二、劇場理論的相關釋義
三、校長角色之于劇場理論的參照
四、偏鄉校長的角色扮演之詮釋－以S校長為例
五、結論與啟示
|
| 相關法條： |
 |
| 相關判解： |
|
| 相關函釋： |
|
| 相關論著： |
|