Research on the Core Competency of School Spokespersons

• Main Authors: Hsu, Mei Hui, 徐美慧
• Other Authors: Ching, Min Ju
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/6yh3e9

碩士 === 國立政治大學 === 學校行政碩士在職專班 === 104 === This study aims to investigate into the core competency of school spokespersons. Semistructured interviews were carried out to collect qualitative data, which is then analyzed by the five steps of transcribing, conceptualizing, propositionalizing, graphing, and theorizing. Documentary analysis was also conducted on the course evaluations from students in Educational News Process courses and School Spokesman courses of Taipei Teachers In-service Education Center, and the result suggests. Twelve scholars and professionals in journalism and in education, including news researchers, school principals, and school directors were interviewed, and the following conclusions were made from interpretation of data: (1)There are four main roles played by school spokesperson: The Image Builder, The Communicator, The Publicist, and the Blood Stopper. (2)There are four main functions of school spokesperson: to spread the good and to stop the bad, to represent the school with coherence, to build public relations, and to assist in risk management. (3)There are five skills included in the core competency of school spokesperson. They are professional skills, communication skills, emotion management skills, publicist skills, and risk management skills. Professional skills include news-related and education-related skills. Interviewees stated that not only should a school spokesperson build skills in journalism, but integrate all the above skills as a whole, shall he or she demonstrate proper demeanor as school spokesperson. (4)Core competency of school spokesman: a. to have expertise in education as core, b. to have clear principles and professional perspectives as support, c. to enhance communication skills by the use of verbal and nonverbal presentations, d. to maintain skills in public relations and guide social media and intelligence, e. to acknowledge ,adapt ,express and apply emotional intelligence and to enhance self-management skills and f. to demonstrate risk management skills using interactive and open communications. (5) Suggestions to courses in Taipei Teachers In-service Education Center: Modes of classes may be adjusted into group learning. Shall there be not enough time for one-day seminar, course content may be arranged into a series of seminar, in which content focused on communication skills, example learning, and authentic practices. (6)Suggestions to school spokespersons: To enhance educational expertise, to work through various offices in administration, and are encouraged to participate courses in Teachers In-service Education Center. (7)Suggestions to school principals: It is a must to acknowledge core competency and related elements in one’s demeanor in selecting school spokesperson. To encourage candidates to participate in seminars in Teachers In-service Education Center or other related courses outside school. School principals may also share examples for discussion during administration meetings.