The Study on Micropoitical Phenomena of School Administrative System--An Analytical Case Study in a Junior High School

• Main Authors: Hu, Shih-Lin, 胡士琳
• Other Authors: Whang, Nai-Ying
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/66610235773143389968

碩士 === 國立臺灣師範大學 === 教育研究所 === 91 === The study is to explore the micropolitical phenomena of school administrative system, inclusive of investigating the embedded problems within the micropolitical phenomena, understanding their potential impacts on school organizational operation, and finally finding out the political power strategies to resolve these embedded problems. In this study, the school administrative system is defined as a network composed of three types of stakeholders─principal, administrators and teachers. The micropolitical phenomena are therefore woven by three elements─‘Ideology and Interest’, ‘Political Conflict’, and ‘Political Power Strategies’. In order to have a comprehensive understanding of the micropolitical phenomena in school, this study takes a junior high school as case study and adopts qualitative approaches, such as methods of interview and observation to collect data. According to the results of data analysis and discussion, the conclusions are synthesized as follows: I. The ideological contradictions of different stakeholders come from their different interest concerns. II. Each stakeholder inclines to avoid explicit conflicts. III. The conflicts between some stakeholders will also influence other stakeholders’ interaction and then cause more serious political conflicts. IV. The stakeholders choose different types of political power strategies depending on their power relationship in the school bureaucracy. V. When stakeholders use power strategies to influence others or protect oneself, this will arouse more negative effects. VI. The deficiency of stakeholders’ self-reflection is the main factor of the embedded problems within the micropolitical phenomena of school administrative system. VII. The embedded problems within the micropolitical phenomena of school administrative system result in the negative impacts on school organizational operation. VIII. In order to solve the embedded problems within the micropolitical phenomena of school administrative system, the stakeholders should use political power strategies based on their moral consciousness. According to the conclusions above, the suggestions to the stakeholders in school administrative system are as follows: I. Each stakeholder in the school administrative system should transcend their own ideology and interests. II. Each stakeholder in the school administrative system should let the underlying conflicts come out in time. III. Each stakeholder in the school administrative system should adopt the perspective of ecology to avoid neglecting any conflicts in the system. IV. Each stakeholder in the school administrative system should build a more reasonable relationship through avoiding the limits of power relationship in the school bureaucracy. V. Each stakeholder in the school administrative system should enhance the reflections on their use of political power strategies in order to avoid oppressing others or concealing one’s own standpoint. VI. All stakeholders in the school administrative system should show moral praxis to others.