School president leadership and the success of developing featured schools – Focused on belief, role and competence.

• Main Authors: SU,CHIU-PI, 蘇秋碧
• Other Authors: TING,SHUCH-CHIN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/16420325279378633293

碩士 === 國立臺南大學 === 教育學系教育經營與管理碩博士班 === 105 === Past research on school president leadership were mainly based on conventional leader traits, behaviors, and situations as the mainstream, but lacked the discussion of belief, role, and competence of school president. To help to school president successfully develop featured schools. Therefore, the research took featured schools that had acquired the award of benchmark or excellence in 2015 and 2016 as the study target, performed qualitative interviews for eight school presidents, and then assorted valuable experiences of successfully developed featured school presidents. Based on the interview results, three main points were discovered: Firstly, president of successful featured schools should require beliefs, such as firm belief for the children: to be oriented by children’s best interest, to care and accompany as one’s own, to respect differences and develop potential; firm belief for the teachers: value leadership, flexible leadership, support and respect, education is a conscience career, to lead by example; firm belief for one self: don’t forget your mission, insist on doing the right things; firm belief for featured curriculum: continuation of joyous learning, accomplish curriculum in affection, blend in local cultural characteristics; firm belief for school management: to create one big warm family. In total, there are 14 items of belief. Secondly, president of successful featured schools should play the roles of: person of care, companion and encouragement; person of communication, negotiation and consensus; vision leader and motivator; curriculum leader and innovator; cultural inheritor and constructor; resource collector and integrator; brand value and marketing creator; stage creator and builder, total of 8 roles. Thirdly, president of successful featured school should require competences including, problem-solving capability; social-communicating capability; vision guidance and motivating capability; curriculum leadership and innovating capability; capability to unit a team; resource raising and integrating capability; school marketing capability; school executive leadership training capability, total of 8 kinds of competency. Lastly, provide specific advices for school presidents who plan to run featured schools, or for curriculum planning materials at school president training departments, or for exemplary models to pass on.