Encountering an Extraordinary Principal – The Life Story of an Experienced Educational General in Taichung City

[[abstract]]本研究以生命史研究法，透過訪談、文件分析與觀察等方法蒐集資料，並依據真誠領導內涵的六個面向，針對一位臺中市國小資深校長進行深入探討。本研究目的有二：一、探究教育老將真誠領導的實踐；二、了解教育老將的生命關鍵事件對其真誠領導實踐的影響，研究結果發現如下： 壹、教育老將真誠領導的實踐 一、教育老將擁有穩固的教育理念，並時時覺察自我。 二、教育老將是高度自律的領導者，具高道德標準，言行一致且潔身自愛 三、教育老將是位擁有良好人際關係的領導者，關懷他人，服務他人。 四、教育老將的正向資本有：希望、樂觀、韌性。 五、教育老將是位積極培養真誠部屬的領導者。 貳、教育老將真誠領導發展的關鍵事件 一、準備時期 （一）高中聯考落榜，讓他珍惜進修的機會。 （二）師專擔任口琴社社長開啟他領導初體驗。 （三）教師時期身兼數職，磨練出他的韌性。 （四）叔叔佔有家中田產，讓他下決心積極考校長。 二、領導時期 （一）擔任創校校長快速累積教育老將的領導能力。 （二）921地震後，老將經歷與教師會理事長的衝突，調整自我後以更柔軟沉穩的方式與老師溝通。 （三）協助私立盲校特教生回歸公立國小，讓他在校長領導達到更高境界，也讓部屬和長官對他更加信任。 三、回饋時期 （一）老將實際培養真誠部屬，部屬以他為學習的典範。 （二）老將考取並就讀中部國立大學博士班，讓部屬看到了前進的動力，也為他真誠領導做了最佳的示範。 最後，研究者根據研究發現，對初任校長與學校領導者、校長培育機關，以及後續研究提出建議。[[abstract]]The study used life history research, and collected data through interviews, documents and observations, to analyze in depth six qualities of authentic leadership of an experienced Educational General. The study aimed to explore how an experienced elementary-school principal, Educational General, practice his authentic leadership and understand how his life experiences influence his authentic leadership practicing. The major findings are as follows: 1.Educational General practices his authentic leadership as follows: (1)He has stable educational core value and he reflects himself at all times. (2)He is a self-disciplined: he leads by his personal example and is clean handed. (3)He has connected relationships. He cares about others and serves others. (4)He has individual positive psychological capital: hope, positive, and resilience. (5)He brings up authentic followers actively. 2.The important life experience in the development of Educational General’s authentic leadership. (1)Preparing for Leadership: He flunked in high school entrance exam. He was a leader of a harmonica club. He had multiple roles when he was a teacher. His uncle took possession of their estates. (2)Leading: He established a new elementary school. He quarreled with the leader of teachers’ association at his school after 921 earthquake. He helped students with severe disabilities return to public elementary school. (3)Generativity: He started to bring up authentic followers. He entered and studied in a national university as doctor in central Taiwan. Based on the above conclusions, some suggestions are provided to new principals and school leaders, principal preparation administrations, and researchers.[[note]]碩