國民中學學校願景領導之研究

1.This study aims to examine the effect of school leaders’ personal ethos on visionary leadership, to explore effective mechanisms for school reform. This study investigates the complexities of visionary leadership development in schools to understand motivation for reform by building incentive through dialogue as the core ethos and combining integration of the will, self-reflection, and motivation for educational innovation through perceived individual intellectual development. This study adopted a questionnaire survey approach and recruited leaders (principals, administrators, and teachers) using two-stage sampling, from public middle schools in counties and cities of northern Taiwan.According to our findings, principals, veteran educators, and city leaders are more likely to use visionary leadership. The predictive power of different dimensions of the ethos of visionary leaders was above 50%, and the most effective dimension in predicting such leadership was self-presence. This study explored whether visionary leadership in schools enhances educational innovation, examined the mediating effect of leaders’ self-reflection and volitional integration, and analyzed the path of vision practice. A questionnaire survey was administered to secondary schools in northern Taiwan via a two-stage sampling method. The data were analyzed using structural equation modelling. Visionary leadership did not have a direct impact on educational innovation. However, the mediating effect of self-reflection was significant, and the path from volitional integration to self-reflection had a significant influence on educational innovation. 3.This study investigates how visionary school leadership visualizes leader personality, stakeholder satisfaction, and school efficiency to develop forward-looking provisioning and progressive continuation reforms, and its effect on expanding such reforms through civil politics. It aims to understand the role of vision building and leadership’s polite power game in the context of school reforms. Questionnaires were administered to school leaders including principals, administrative staff, and middle school teachers from six municipalities in Taiwan. Visionary school leadership develops and expands forward-looking provisioning and progressive continuation reforms by situating school reform within civil politics. Moreover, it involves the visionary practice of resolving conflicts between freedom and respect for rights of diverse individuals. Visionary school leadership emphasizes building visions that consider leaders’ personal motivation, beliefs, and ambitions, as well as concerns related to stakeholder satisfaction and school efficiency. Visionary leadership can help outline appropriate goals for schools, situate school reform within civil politics, and attach importance to the freedom and rights of teachers, parents, and students. It can also induce civil politics in the process of profit distribution to expand forward-looking provisioning and progressive continuation reforms. 4.This study explores the influence of visionary school leadership on a school’s development and ideology. We examine its potential to arouse school members’ positive cognition and to drive transformative changes in schools. We adopted the questionnaire survey method to conduct structural equation modeling. The results show that visionary school leadership can stimulate development, while leaders’ ideological discourse can encourage moral ambition, foster transformation, and improve the internal functioning of schools. Accordingly, school leaders can inspire commitment toward efficiency and promote alignment and self-reflection, which can further catalyze transformative action and stimulate the holistic development of schools.