| 關 鍵 詞： |
ESG教育；校長領導；學校治理；組織文化轉化 |
| 中文摘要： |
在永續發展與教育治理轉型的全球趨勢下，ESG（環境、社會與治理）理念逐漸延伸至基礎教育場域。偏遠地區國民小學面對資源不足與制度限制，如何實踐永續治理成為重要課題。本研究旨在探討偏鄉國小校長如何導入 ESG 理念，以推動學校的治理創新與文化轉化。為深入詮釋此一歷程，本研究採用 Fullan 的教育變革三構面與 Schein 的組織文化三層架構做為核心分析框架，並結合利害關係人理論視角，採多重個案質性研究法，探討三位偏鄉國小校長如何引導學校治理創新與文化轉化。研究透過半結構式訪談與文件分析，歸納出六項主題：願景共識建構、課程與專業發展、系統性資源整合、外部辨識度強化、參與式治理機制建立與持續增能文化形塑。研究發現，三位校長在因應場域限制與回應永續理念的過程中，展現出情境調適與價值導向的領導取向。其實踐歷程呈現 ESG 三構面的統整性脈絡，並逐步從表層制度實作過渡至深層文化重塑，顯現一種具在地韌性與制度開放性的治理型態。本研究補足了 ESG 理念在基礎教育應用上的理論空白，亦可為偏鄉教育領導實務與政策規劃提供具體詮釋與經驗基礎。
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| 英文關鍵詞： |
ESG education；principal leadership；school governance；organizational culture transformation |
| 英文摘要： |
Amid the global trend of sustainable development and educational governance transformation, the ESG (Environmental, Social, and Governance) framework has gradually extended into the realm of basic education. In remote elementary schools, where resource constraints and institutional limitations are prevalent, the challenge of implementing sustainable governance has become increasingly significant. This study adopts a multi-case qualitative approach, drawing upon Fullan’s (2015) three dimensions of educational change and Schein’s (2010) three levels of organizational culture as the core analytical frameworks. Supplemented by ESG principles and stakeholder theory, the research explores how three principals of remote elementary schools have led governance innovation and cultural transformation. Through semi-structured interviews and document analysis, six major themes were identified: building shared vision, curriculum and professional development, systematic resource integration, strengthening external visibility, establishing participatory governance mechanisms, and cultivating a culture of continuous empowerment. The findings reveal that the principals demonstrated contextual adaptability and a value-driven orientation while responding to local constraints and advancing sustainability ideals. Their practices reflect an integrated application of the ESG triad, showing a gradual transition from surface-level institutional implementation to deep cultural reconstruction. This study bridges the theoretical gap in applying ESG concepts within basic education and offers practical insights for leadership and policy development in remote educational contexts.
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| 目 次： |
壹、前言
貳、文獻探討
一、ESG 理念於教育場域的轉化
二、學校治理的轉型邏輯與邊陲教育場域的張力與彈性
三、Fullan 教育變革三構面理論
四、Schein 組織文化三層架構理論
五、利害關係人理論於教育治理的運用
六、相關實證研究回顧
參、研究方法
肆、研究結果與討論
一、願景共識建構：設定明確目標與賦權實踐
二、課程與專業發展：引導教師發展 ESG 課程，強化知識建構與共備文化
三、系統性資源整合：發展系統性治理視野，統整資源與回應多重需求
四、外部辨識度強化：透過行銷策略提升辨識度，凝聚利害關係人支持
五、參與式治理機制建立：資訊公開與對話互動，深化參與式治理文化
六、持續增能文化形塑：校長持續增能，塑造永續導向的組織文化
伍、結論與建議
一、研究結論
二、研究建議
參考文獻
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