國小校長說故事領導能力指標權重體系之初步研究：應用AHP和ANP

A Weighted Indicator System of Elementary School Principal's Storytelling Leadership Competence: Based upon Analytic Network Process and Analytic Hierarchy Process

10.6423/HHHC.201001.0088

楊家瑜(Chia-Yu Yang)

校長學 ； 教育領導 ； 說故事領導 ； 網絡分析法 ； 層級分析法 ； Analytic Hierarchy Process ； Analytic Network Process ； educational leadership ； principalship ； storytelling leadership

學校行政

65期（2010 / 01 / 01）

88 - 107

繁體中文

說故事領導提供國小校長領導的新思維，探討國小校長說故事領導能力指標權重體系將能作為檢核能力和培訓方案的參考。本研究以台灣地區815位國小學校人員對國小校長說故事領導能力的重要性知覺調查所得資料，運用網絡分析法和層級分析法，分析國小校長說故事領導能力指標重要性及其權重體系。結果指出說故事認知、說故事能力二層面的重要性知覺較高，領導表現層面則較低，三層面和11個次層面間屬正相關，並提出由三層面11個次層面構成的能力指標權重體系，網絡分析法和層級分析法所得權重值小有差異，檢視個別層面內次層面之間的影響關係強度，以說故事認知和說故事能力層面的權重值最高，11個次層面中則以故事要素、說故事要件和故事功能次層面權重值較高。

Storytelling leadership is a new idea for principal. To study the weighted indicator system of elementary school principal's storytelling leadership competence will be useful for competence certification and educational programs. The study used ANP and AHP with investigation from 815 school educators, to understand the importance of elementary school principal's storytelling leadership competence indicators and its weighted indicator system. The results indicated that the importances of ”storytelling cognitions” and ”storytelling abilities” are larger than ”leadership performance”. Three dimensions and 11 sub-dimensions were positive correlated. One weighted indicator system of principal storytelling leadership competence in elementary schools was proposed. These indicators' weights between ANP and AHP were little different. The impacts among various sub-dimensions showed that the importance of ”storytelling cognitions” and ”storytelling abilities” were highest in all dimensions, and the importances of ”story essentials”, ”storytelling conditions” and ”story functions” were the highest in the total sub-dimensions.

1. 葉連祺(2008)。不同類別評量者對國小校長領導能力知覺評量之比較。師大學報教育類，53(3)，1-30。
   連結：
2. 葉連祺、鄭茹方、楊家瑜(2009)。校長說故事領導理論與應用之初步探討。學校行政研究雙月刊，59，137-154。
   連結：
3. Boje, D. M. (2000). Using narrative and telling stories. Retrieved November 11, 2008, from http://cbae.nmsu.edu/~dboje/papers/Practical%20Author%20narrating%20and%20telling.htm
4. Lashway, L.(2002).Trends in School Leadership. Retrieved April 11, 2009, from http://www.ericdigests.org/2003-4/school-leadership.html
5. Degler, D.,Battle, L.(2000).Knowledge management in pursuit of performance: The challenge of context.Performance Improvement,39(6),25-31.
6. Forman, J.(2007).Leaders as storytellers: Finding Waldo.Business communication Quarterly,70(3),369-373.
7. Harris, R. B.(2007).Blending narratives: A storytelling strategy for social studies.The social studies,98(3),111-116.
8. Jirasinghe, D.,Lyons, G.(1996).The competent head: A job analysis of heads' tasks and personality factors.London:Falmer Press.
9. Lunenburg, F. C.,Ornstein, A. C.(2008).Educational administration: Concepts & practices.Belmont, CA:Thomson Higher Education.
10. Saaty, T. L.(2001).Decision making for leaders: The analytic hierarchy process for decisions in a complex world.Pittsburgh, PA:RWS Publications.
11. Saaty, T. L.(2001).Decision making with dependence and feedback: The analytic network process.Pittsburgh, PA:RWS Publications.
12. Sergiovanni, T. J.(2006).The principalship: A reflective practice perspective.Boston:Pearson.
13. Spencer, L. M.,Spencer, S. M.(1993).Competence at work: Models for superior performance.New York:John Wiley.
14. 吳信如譯、Loebbert, M.(2005)。故事，讓願景鮮活—最有魅力的領導方式。台北:商周。
15. 林明地(2002)。學校領導—理念與校長專業生涯。台北:高等教育。
16. 林曜聖(2007)。博士論文(博士論文)。台北市，國立臺北教育大學教育政策與管理研究所。
17. 高子梅譯、Denning, S.(2005)。說故事的領導。台北:五南。
18. 張魁峯(2009)。Super Decisions操作軟體手冊：以ANP突破AHP的研究限制。台北:鼎茂。
19. 陳智文譯、Simmons, A.(2008)。說故事的力量—激勵、影響與說服的最佳工具。台北:臉譜。
20. 葉連祺(2004)。AHP和CPC之比較—以教育資料為例。教育與心理研究，27(4)，751-774。
21. 葉連祺(2005)。層級分析法和網絡分析法。教育研究月刊，132，152-153。
22. 葉連祺、蔡孟愷、楊家瑜、鄭茹方(2009)。國小校長說故事領導能力現況之初步研究。第三屆教育政策與行政前瞻發展研討會，南投縣:

1. 劉乙儀(2022)。故事領導之初探研究。學校行政，141，72-92。