| 關 鍵 詞： |
校長正向領導；學校正向組織 |
| 中文摘要： |
本研究探究個案學校校長的正向領導信念特質，以及領導者形塑學校成為正向組織之具體作為及成效，以臺中市一所私立國民中小學為研究對象，運用半結構訪談、校內文件資料及個案學校會議活動隨行觀察記錄進行分析歸納。國內缺乏校長正向領導營造學校正向組織發展之研究，本研究有獨特的價值與貢獻。本研究主要發現：一、個案學校校長以全員共塑該校成為教育伊甸園的「共好」理念，其對組織同仁正向治理積極傳達其正向意義感，提升組織成員利他性及美德感；二、個案學校面臨轉型的關鍵時期，校長正向校務治理與董事會關係達到權能區分建立正向關係，個案學校透過教師校內公開觀議課的進行打破教師個人分化主義的迷失，積極打造人性關懷的行政及學校團隊。三、個案學校能維持良好組織內外關係，行政及教師間營造正向氣氛能互相補位運作，成員具正向美德感，以鼓動人心領導形成自我指導的團隊，建立學校的聲譽。
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| 英文關鍵詞： |
principal positive leadership；positive school organization |
| 英文摘要： |
This research analyzes the positive leadership belief characteristics of the school principals and the specific actions and effects of the leaders in shaping the school into a positive organization. This research adopts the case study method to conduct in-depth research, taking a private primary and secondary school in Taichung City as the research objects. The study utilized semi-structured interviews, school documents and observation records of the case school meeting activities to analyze and summarize. Due to lack of principal positive leadership to create a positive school organization in Taiwan, the study is full of value and contribution. The main findings of this study are as follows: 1. The principal of the case school uses the concept of “Gung Ho” to make the school a paradise of education with all members. He actively conveys his sense of positive significance to the positive governance of his colleagues in the organization, and enhances the altruism and sense of virtue of the members of the organization. 2. The case school is facing a critical period of transformation. The principal is establishing a positive relationship between school governance and the relationship between the board of directors to achieve the distinction of power, and create a positive atmosphere with a good organizational relationship. The case school breaks through teachers’ personal differentiation through the conduct of open class observation sessions, and actively builds a humane care administration. 3. The case school maintains good internal and external relations within the organization. Creating a positive atmosphere between the administration and teachers can complement each other’s operations. Members have a sense of positive virtues, and they can inspire people to lead and form a self-directed team. The case school has a good reputation.
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| 目 次： |
壹、前言
貳、文獻探討
一、校長正向領導的意涵
二、學校正向組織的意涵
三、校長正向領導營造學校正向組織之相關研究
參、研究設計與實施
一、研究方法
二、研究對象與研究實施
三、資料處理與研究信實度
肆、研究結果與討論
一、校長的正向領導信念
（一）辦學理念勤溝通，共塑教育伊甸園
（二）創新學園邁向卓越，教育維新永續發展
二、領導者形塑學校成為正向組織之具體作為
（一）以正向超越治理爭取董事會支持
（二）培養組織共好意義，提高同仁薪酬待遇
（三）規劃成立雙語國小部，優質轉型精緻學園
（四）尊重教師專業鼓勵自主行動研究
（五）打造優質高效能的行政團隊
（六）真誠溝通有藝術，鼓動人心的領導
（七）維繫成員正向情緒，「馨橋」傳遞真誠回饋
（八）與家長及社區建立互動性平台
三、校長形塑學校成為正向組織之成效
（一）形塑正向意義目的感強，應變度高的正向學校組織
（二）互相補位運作有效能，形成自我指導的團隊
（三）K12 優質學園精心擘劃，成員家長樂於宣傳
伍、結論與建議
一、結論
（一）共好理念構築正向意義感，持續創新凝聚組織高共識
（二）行政支持教師組成專業學校團隊，組織正向治理激發優質教育潛能
（三）學校優質轉型構築教育伊甸園，正向氣氛提昇校譽好口碑
二、建議
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