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題名 國民小學校長社會正義領導指標建構之研究：模糊德菲法之應用
A Study on the Indicators Construction of Social Justice Leadership for Elementary School Principals: An Application of Fuzzy Delphi Method作者 張成緯
Chang, Cheng-Wei貢獻者 張奕華
Chang, I-Hua
張成緯
Chang, Cheng-Wei關鍵詞 社會正義
社會正義領導
指標建構
模糊德菲法
層級分析法
Social justice
Social justice leadership
Indicator construction
Fuzzy delphi method
analytic hierarchical process日期 2020 上傳時間 2-Sep-2020 12:57:18 (UTC+8) 摘要 本研究旨在建構國民小學校長社會正義領導指標，研究者先以文獻探討之方法初擬國民小學校長社會正義領導之指標內容，後組成模糊德菲法專家小組，進行專家問卷調查，並完成指標之建構。而後使用層級分析法求得各層面及各細項指標之權重，以完成國民小學校長社會正義領導指標之權重體系。根據研究之結果進行分析，得出以下結論與建議：一、結論（一）本研究所建構之國民小學校長社會正義領導指標，共分為六層面，層面下共計26項指標。（二）本研究所建構之國民小學校長社會正義領導指標之層面，依其權重排序為：「層面一 具備核心領導特質」（36.8%）、「層面二 促進平等獲取機會」（23.8%）、「層面五 提高學生學習成就」（15.6%）、「層面六 增進專業溝通能力」（10.85%）、「層面三 改善學習環境」（7.2%）以及「層面四 營造歸屬感」（5.9%）。二、建議本研究依研究結果對教育行政機關、國民小學校長以及後續研究者提出之建議建議如下：（一）對教育行政機關之建議：參考本指標架構發展國民小學校長社會正義領導之實踐依據，並據以設計校長專業培訓課程。（二）對國民小學校長之建議：參考本指標架構作為檢視自身社會正義領導之依據、並可作為發展社會正義校園的方向。（三）對後續研究者之建議：擴大研究範圍以及研究對象，並可使運用多元之研究方法。
The purpose of this study is to construct the indicators of social justice leadership for principals in elementary schools. As for research methods, through literature review, the researcher has organized 26 indicators within 6 main dimensions as a raw model of indicators of social justice leadership for principals in elementary schools. Based on the raw model, the Fuzzy Delphi questionnaire was developed and the survey was conducted with the sample size of 12 experts. Then, through the Analysis of Hierarchical Process, the weight of each dimension, and each indicator is obtained to complete the weight system of the social justice leadership indicators of the principals of the elementary schools. Based on the analysis of the results of the study, the following conclusions and recommendations are provided:1. Conclusion(1) The indicators of social justice leadership for elementary school principals constructed by this research are divided into six main dimensions and a total of 26 indicators under the dimension.(2) The indicator dimensions of social justice leadership for elementary school principals constructed by this research institute is ranked according to their weights: "Dimension 1: Possesses core leadership qualities" (36.8%), "Dimension 2: Promotes equal access to opportunities" (23.8%), "Dimension 5: Improves student learning achievements" (15.6%), and Dimension 6: Improves professional communication skills" ( 10.85%), "Dimension 3: Improves the learning environment" (7.2%) and "Dimension 4: Creates a sense of belonging" (5.9%).2. RecommendationsAccording to the results of this study, the recommendations were provided to the education administration institutions, the principals of elementary schools, and the follow-up researchers are as follows:(1) Recommendations for educational administrations: Refer to this indicator framework to develop the practical basis for the development of social justice leadership of national elementary school principals, and design professional training courses for principals accordingly.(2) Recommendations to the principals of elementary schools: Refer to this indicator structure as a basis for reviewing their social justice leadership, and as a direction for the development of a social justice campus.(3) Suggestions for follow-up researchers: Expand the research scope and research objects, and enable the use of multiple research methods.參考文獻 壹、中文部分王俊斌（2016）。 教育制度中的社會正義理論分析－多元觀點與比較基礎建構。臺灣教育社會學研究，16（2），29-63。阮亨中、吳柏林（2000）。模糊數學與統計應用。臺北市：俊傑書局。吳政達（2008）。教育政策分析——概念、方法與應用。臺北市：高等教育。林甦、任澤平（2009）。模糊德爾菲法及其應用。中國科技論壇，5，102-122。蔡金田（2012）。從社會正義領導理論探究「攜手計畫—課後扶助」政策之實施。教育行政論壇，4（2），35-66。蔡金田（2014）。國民小學校長領導實現社會正義的現況與策略探就—來自八位校長的經驗。新竹教育大學教育學報，31（1），47-76。簡良平（2009）。偏遠國小學校課程實踐脈絡分析：教育促成社會正義之觀點。初等教育學刊，34，1-24。doi:10.7036/JEE.200912.0001楊深坑（2008）。社會公義、差異政治與教育機會均等的新視野。當代教育研究，16（4），1-37。doi:10.6151/CERQ.2008.1604.01施又瑀（2018）。校長社會正義領導的理論與實踐：以臺灣中部一所小學為例。臺灣教育社會學研究，18（2），89-134。周美慧（2014）。校長多元文化領導策略、教育正義實踐與學校效能之研究。國立暨南國際大學教育政策與行政學系博士論文（未出版），南投縣。陳信智（2009）。評論十二年國教追求促進教育機會均等，社會公平「正義」目的之理論適當性。學校行政，62，31-43。陳奕筑（2017）。校長社會正義領導之個案研究。國立臺北教育大學教育經營與管理學系碩士論文 (未出版），臺北市。張鈿富、張曉琪（2010）。社會公義領導: 促動教育界的革命。當代教育研究季刊，18（1），147-156。張奕華、劉文章（2012）。教育正義的實踐觀點與個案分析。教育資料與研究，106，1-22。張紹勳（2012）。模糊多準則評估法及統計。臺北市：五南。張倫耀（2012）。國民中學校長正義領導指標建構之研究。國立暨南國際大學教育政策與行政學系碩士論文（未出版），南投縣。張文權、張臺隆（2018）。弱勢關懷的新焦點：偏遠地區中小學校長社會正義領導之研究。中等教育，69（3），27-43。黃建翔、吳清山（2016)。國民中小學校長永續領導指標及權重體系之建構。當代教育研究季刊， 24（1），1-32。貳、英文部分Albritton, S., Huffman, S., & McClellan, R. (2017). A study of rural high school principals’ perceptions as social justice leaders. Administrative IssuesJournal, 7(1), 19-38.Bogotch, I. E. (2000). Educational leadership and social justice: Theory into practice. Journal of School Leadership, 12, 138-156.Blackmore, J. (2002). Leadership for socially just schooling: More substance and less style in high-risk, low-trust times? Journal of School Leadership, 12(2), 198-222.Berkovich, I. (2014). A socio-ecological framework of social justice leadership in education. Journal of Educational Administration, 52(3), 282-309.Chen, S. J., & Hwang, C. L. (1992). Fuzzy multiple attribute decision making methods and application. New York, NY: Springer-Verlag.Cochran-Smith, M. (2008). Toward a theory of teacher education for social justice. Paper presented at the Annual Meetings of the American Educational Research Association, New York, NY.DeMatthews, D. (2015). Making sense of social justice leadership: A case study of a principal’s experiences to create a more inclusive school. Leadership and Policyin Schools, 14(2), 139-166.DeMatthews, D., Izquierdo, E., & Knight, D. S. (2017). Righting past wrongs: A superintendent’s social justice leadership for dual language education along the US-Mexico border. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 25, 1-32.Furman, G. (2012). Social justice leadership as praxis: Developing capacities through preparation programs. Educational Administration Quarterly, 48(2), 191-229.Gewirtz, S. (1998). Conceptualizing social justice in education: Mapping the territory. Journal of Education Policy, 13(4), 469-484.Gewirtz, S., & Cribb, A. (2002). Plural conceptions of social justice: Implications for policy sociology. Journal of Education Policy, 17(5), 499-509.Jayavant, S. (2016). Mapping the complexities of effective leadership for social justice praxis in urban Auckland primary schools. Education Sciences, 6(11), 1-25.Lewis, K. (2016). Social justice leadership and inclusion: A genealogy. Journal of Educational Administration and History, 48(4), 324-341.Laura, C. T. (2018). Enacting social justice leadership through teacher hiring. The Urban Review, 50(1), 123-139.Chiu, M. M., & Walker, A. (2007). Leadership for social justice in Hong Kong schools: Addressing mechanisms of inequality. Journal of Educational Administration, 45(6), 724-739.McKenzie, K. B., Christman, D. E., Hernandez, F., Fierro, E., Capper, C. A., Dantley, M., ... & Scheurich, J. J. (2008). From the field: A proposal for educating leadersfor social justice. Educational Administration Quarterly, 44(1), 111-138.Nadrozny, T. (2017). Response to intervention through a social justice leadership framework: An inquiry of principal`s beliefs and effect on classroom practice. Doctoral dissertation, University of Illinois at Urbana-Champaign, Illinois.Rawls, J. (1971). A theory of justice. Cambridge, MA: Belknap Press of Harvard University Press.Rasinski, K. A. (1987). What`s fair is fair—Or is it? Value differences underlying public views about social justice. Journal of Personality and Social Psychology, 53(1), 201-211.Rivera-McCutchen, R. L. (2014). The moral imperative of social justice leadership: A critical component of effective practice. The Urban Review, 46(4), 747-763..Shields, C. M. (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational Administration Quarterly, 40(1), 109-132.Saaty, T. L. (2008). Decision making with the analytic hierarchy process. International Journal of Services Sciences, 1(1), 83-98.Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43(2),221-258.Theoharis, G. (2008). Woven in deeply: Identity and leadership of urban social justice principals. Education and Urban Society, 41(1), 3-25.Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. New York, NY: Teachers College Press.Turhan, M. (2010). Social justice leadership: Implications for roles and responsibilities of school administrators. Procedia-Social and Behavioral Sciences, 9, 1357-1361.Whang, N. Y. (2019). School leadership for social justice and its linkage with perilous politics. Asia Pacific Education Review, 20(1), 117-133.Zhang, Y., Goddard, J. T., & Jakubiec, B. A. (2018). Social justice leadership in education: A suggested questionnaire. Research in Educational Administration &Leadership (REAL), 3(1), 53-86. 描述 碩士
國立政治大學
教育行政與政策研究所
107171014資料來源 http://thesis.lib.nccu.edu.tw/record/#G0107171014 資料類型 thesis dc.contributor.advisor 張奕華 zh_TW dc.contributor.advisor Chang, I-Hua en_US dc.contributor.author (Authors) 張成緯 zh_TW dc.contributor.author (Authors) Chang, Cheng-Wei en_US dc.creator (作者) 張成緯 zh_TW dc.creator (作者) Chang, Cheng-Wei en_US dc.date (日期) 2020 en_US dc.date.accessioned 2-Sep-2020 12:57:18 (UTC+8) - dc.date.available 2-Sep-2020 12:57:18 (UTC+8) - dc.date.issued (上傳時間) 2-Sep-2020 12:57:18 (UTC+8) - dc.identifier (Other Identifiers) G0107171014 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/131845 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育行政與政策研究所 zh_TW dc.description (描述) 107171014 zh_TW dc.description.abstract (摘要) 本研究旨在建構國民小學校長社會正義領導指標，研究者先以文獻探討之方法初擬國民小學校長社會正義領導之指標內容，後組成模糊德菲法專家小組，進行專家問卷調查，並完成指標之建構。而後使用層級分析法求得各層面及各細項指標之權重，以完成國民小學校長社會正義領導指標之權重體系。根據研究之結果進行分析，得出以下結論與建議：一、結論（一）本研究所建構之國民小學校長社會正義領導指標，共分為六層面，層面下共計26項指標。（二）本研究所建構之國民小學校長社會正義領導指標之層面，依其權重排序為：「層面一 具備核心領導特質」（36.8%）、「層面二 促進平等獲取機會」（23.8%）、「層面五 提高學生學習成就」（15.6%）、「層面六 增進專業溝通能力」（10.85%）、「層面三 改善學習環境」（7.2%）以及「層面四 營造歸屬感」（5.9%）。二、建議本研究依研究結果對教育行政機關、國民小學校長以及後續研究者提出之建議建議如下：（一）對教育行政機關之建議：參考本指標架構發展國民小學校長社會正義領導之實踐依據，並據以設計校長專業培訓課程。（二）對國民小學校長之建議：參考本指標架構作為檢視自身社會正義領導之依據、並可作為發展社會正義校園的方向。（三）對後續研究者之建議：擴大研究範圍以及研究對象，並可使運用多元之研究方法。 zh_TW dc.description.abstract (摘要) The purpose of this study is to construct the indicators of social justice leadership for principals in elementary schools. As for research methods, through literature review, the researcher has organized 26 indicators within 6 main dimensions as a raw model of indicators of social justice leadership for principals in elementary schools. Based on the raw model, the Fuzzy Delphi questionnaire was developed and the survey was conducted with the sample size of 12 experts. Then, through the Analysis of Hierarchical Process, the weight of each dimension, and each indicator is obtained to complete the weight system of the social justice leadership indicators of the principals of the elementary schools. Based on the analysis of the results of the study, the following conclusions and recommendations are provided:1. Conclusion(1) The indicators of social justice leadership for elementary school principals constructed by this research are divided into six main dimensions and a total of 26 indicators under the dimension.(2) The indicator dimensions of social justice leadership for elementary school principals constructed by this research institute is ranked according to their weights: "Dimension 1: Possesses core leadership qualities" (36.8%), "Dimension 2: Promotes equal access to opportunities" (23.8%), "Dimension 5: Improves student learning achievements" (15.6%), and Dimension 6: Improves professional communication skills" ( 10.85%), "Dimension 3: Improves the learning environment" (7.2%) and "Dimension 4: Creates a sense of belonging" (5.9%).2. RecommendationsAccording to the results of this study, the recommendations were provided to the education administration institutions, the principals of elementary schools, and the follow-up researchers are as follows:(1) Recommendations for educational administrations: Refer to this indicator framework to develop the practical basis for the development of social justice leadership of national elementary school principals, and design professional training courses for principals accordingly.(2) Recommendations to the principals of elementary schools: Refer to this indicator structure as a basis for reviewing their social justice leadership, and as a direction for the development of a social justice campus.(3) Suggestions for follow-up researchers: Expand the research scope and research objects, and enable the use of multiple research methods. en_US dc.description.tableofcontents 第一章 緒論.......................................1第一節 研究動機...................................1第二節 研究目的與待答問題..........................4第三節 名詞釋義...................................4第四節 研究方法及步驟..............................5第五節 研究範圍與限制..............................8第二章 文獻探討...................................11第一節 社會正義領導之發展與理論基礎................11第二節 社會正義領導之意義與內涵....................16第三節 社會正義領導之相關研究......................31第四節 社會正義領導初步指標建構....................35第三章 研究設計與實施.............................37第一節 研究架構...................................37第二節 研究對象...................................38第三節 研究工具...................................40第四節 實施程序...................................50第五節 資料處理與分析.............................50第四章 研究結果與分析.............................53第一節 國民小學校長社會正義領導指標建構分析.........53第二節 國民小學校長社會正義領導指標權重體系之分析...68第三節 國民小學校長社會正義領導指標之綜合討論.......79第五章 結論與建議.................................85第一節 結論.......................................85第二節 建議.......................................88參考文獻..........................................91壹、中文部分......................................91貳、英文部分......................................92附錄.............................................96附錄一 專家成員邀請函.............................96附錄二 國民小學社會正義領導指標專家審題問卷.........97附錄三 國民小學社會正義領導指標模糊德懷術問卷.......101附錄四 國民小學社會正義領導指標相對權重問卷.........105 zh_TW dc.format.extent 4923802 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0107171014 en_US dc.subject (關鍵詞) 社會正義 zh_TW dc.subject (關鍵詞) 社會正義領導 zh_TW dc.subject (關鍵詞) 指標建構 zh_TW dc.subject (關鍵詞) 模糊德菲法 zh_TW dc.subject (關鍵詞) 層級分析法 zh_TW dc.subject (關鍵詞) Social justice en_US dc.subject (關鍵詞) Social justice leadership en_US dc.subject (關鍵詞) Indicator construction en_US dc.subject (關鍵詞) Fuzzy delphi method en_US dc.subject (關鍵詞) analytic hierarchical process en_US dc.title (題名) 國民小學校長社會正義領導指標建構之研究：模糊德菲法之應用 zh_TW dc.title (題名) A Study on the Indicators Construction of Social Justice Leadership for Elementary School Principals: An Application of Fuzzy Delphi Method en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 壹、中文部分王俊斌（2016）。 教育制度中的社會正義理論分析－多元觀點與比較基礎建構。臺灣教育社會學研究，16（2），29-63。阮亨中、吳柏林（2000）。模糊數學與統計應用。臺北市：俊傑書局。吳政達（2008）。教育政策分析——概念、方法與應用。臺北市：高等教育。林甦、任澤平（2009）。模糊德爾菲法及其應用。中國科技論壇，5，102-122。蔡金田（2012）。從社會正義領導理論探究「攜手計畫—課後扶助」政策之實施。教育行政論壇，4（2），35-66。蔡金田（2014）。國民小學校長領導實現社會正義的現況與策略探就—來自八位校長的經驗。新竹教育大學教育學報，31（1），47-76。簡良平（2009）。偏遠國小學校課程實踐脈絡分析：教育促成社會正義之觀點。初等教育學刊，34，1-24。doi:10.7036/JEE.200912.0001楊深坑（2008）。社會公義、差異政治與教育機會均等的新視野。當代教育研究，16（4），1-37。doi:10.6151/CERQ.2008.1604.01施又瑀（2018）。校長社會正義領導的理論與實踐：以臺灣中部一所小學為例。臺灣教育社會學研究，18（2），89-134。周美慧（2014）。校長多元文化領導策略、教育正義實踐與學校效能之研究。國立暨南國際大學教育政策與行政學系博士論文（未出版），南投縣。陳信智（2009）。評論十二年國教追求促進教育機會均等，社會公平「正義」目的之理論適當性。學校行政，62，31-43。陳奕筑（2017）。校長社會正義領導之個案研究。國立臺北教育大學教育經營與管理學系碩士論文 (未出版），臺北市。張鈿富、張曉琪（2010）。社會公義領導: 促動教育界的革命。當代教育研究季刊，18（1），147-156。張奕華、劉文章（2012）。教育正義的實踐觀點與個案分析。教育資料與研究，106，1-22。張紹勳（2012）。模糊多準則評估法及統計。臺北市：五南。張倫耀（2012）。國民中學校長正義領導指標建構之研究。國立暨南國際大學教育政策與行政學系碩士論文（未出版），南投縣。張文權、張臺隆（2018）。弱勢關懷的新焦點：偏遠地區中小學校長社會正義領導之研究。中等教育，69（3），27-43。黃建翔、吳清山（2016)。國民中小學校長永續領導指標及權重體系之建構。當代教育研究季刊， 24（1），1-32。貳、英文部分Albritton, S., Huffman, S., & McClellan, R. 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