2-2Mistakes Educational Leaders Make.

Mistakes Educational Leaders Make.

教育的領導者所做之錯誤

Most administrator training programs focus on what educational leaders "should" do rather than on mistakes or what they "should not" do. We believe knowing what not to do is as important if not more important than knowing what to do.

大部分的管理訓練計畫都把焦點放在教育領導者應該做什麼，而不是他們不應做什麼或犯什麼錯誤。我們相信，知道不該做何事是重要的，而知道應該做何事則為次之。

This belief is based on the premise that the behaviors a person should avoid are far fewer than the behaviors a person should exhibit. It is also based on awareness that the negative fallout of one mistake may be far-reaching, offsetting the beneficial effects of a number of positive actions.

這個信念是基於一個前提，一個人應該避免他的行為少於展現他的行為。這也是基於認識到，一個錯誤的消極影響可能是深遠的，抵銷了一個有利影響的積極行動。

According to Davis (1997), approximately one in three principals leave their positions involuntarily. Most states provide limited due process protection for principals who are at risk of losing their positions. In the absence of administrative tenure, principals legally become "teachers on special assignment" who can be demoted without cause (Davis). Considering these factors, Davis asserts there is a need for understanding the kinds of leadership behaviors that create problems for principals and those they are responsible for leading.

根據Davis在1997年的研究發現，大約有1/3的校長非自願地離開自己的工作崗位，大多數的國家提供有限的合法訴訟程序之保護給即將失去工作崗位的校長。在沒有行政權之下，校長合法變成“教師特別任務”，可以沒有理由地被降級。考慮這些因素，Davis聲稱需要瞭解各種領導行為，包括校長造成的問題。

Hogan, Raskin, and Fazzini (1990) investigated three types of flawed leadership. They found individuals can possess well-developed social skills and an attractive interpersonal style yet still exhibit flawed leadership behaviors.

Hogan, Raskin, and Fazzini 在1990年的研究調查發現，有三種有缺陷、缺點的領導。他們發現個人可以擁有發達的社會技能以及具有吸引力的人際風格，但仍表現出具有缺陷的領導行為。

WHAT TYPES OF MISTAKES DO LEADERS TEND TO MAKE?

什麼樣的錯誤是領導者往往會做的呢？

Most of the shortcomings and mistakes school administrators make fall into the category of poor human relations. Bulach, Boothe, and Pickett (1997) asked 375 Georgia educators who were enrolled in graduate programs to list and rank the types of mistakes their administrators made.

Bulach, Boothe, and Pickett 在1997年的研究問了375個有登記在教育計畫中的Georgia教育工作者，請他們列出並排名什麼樣的錯誤是他們管理者會犯的。

Fifteen categories of mistakes were identified: poor human-relations skills, poor interpersonal-communication skills, a lack of vision, failure to lead, avoidance of conflict, lack of knowledge about instruction/curriculum, a control orientation, lack of ethics or character, forgetting what it is like to be a teacher, inconsistency, showing favoritism, failure to hold staff accountable, failure to follow through, snap judgments, and interrupting instruction with public- address-system announcements.

15個類型的錯誤被定義：貧乏的人際關係技巧、沒有人際溝通能力，缺乏遠見、未能領導、避免衝突、缺乏課程知識、一個能控制的方向、缺乏道德或性格，忘了想要成為怎麼樣的老師、不一致地、偏袒的、不追究成員責任、未能跟進、臨時判斷和中斷公共傳遞系統公告的指令等。

Mistakes that can be subsumed under the category of poor human-relations skills occurred most often, Bulach and his colleagues found. Lack of trust and an uncaring attitude were the two behaviors most frequently associated with this category of mistakes. These two behaviors tend to go together. That is, if a person perceives that the supervisor does not care, it is likely that trust will be absent. After all, why trust others when you believe they do not care about you?

Bulach和他的同事發現，錯誤是被歸納在貧乏的人類關係技巧之下常常發生的。缺乏信任和漠不關心的這兩種態度和此種錯誤的關連是最常見。這兩種行為往往是一起的。也就是說，如果一個人感覺到，主管不關心他，信任很可能將消失。畢竟，當你相信他們不關心妳的時候，為什麼還要相信別人呢？

參考文獻：

http://www.ericdigests.org/1999-2/mistakes.htm