摘要
由於社會文化體系及價值觀的影響，不同性別個體往往因而經歷差異的社會化歷程，造就兩性價值認同、人格特質及行事風格的不同。在自我主體發展上，男性多半受到鼓勵，而女性則相對較多囿限。為應照社會期許，男性因而習於競爭與冒險，而女性則在培養養護與順從等特質期許之下，容易形成缺乏成就感與自我權能感，甚至懼於擁有權力。基於此，本研究將焦點置於瞭解擔任學校組織領導工作的女性校長，她們如何看待本身所擁有的權力？她們如何在學校組織中運用權力？而社會化歷程及學校組織脈絡如何影響她們的權力觀點及權力運用方式？是本研究之主要目的。
本研究邀請兩位中學女性校長參與。透過實地在兩位女校長任職學校內進行觀察，並訪談校長與學校相關人員，使得研究者能夠瞭解兩位女校長在學校領導過程中實際的權力運用方式，並分享女校長的生活經驗與觀點感受。
根據研究蒐集資料，獲致本研究之結論如下：
1. 女校長秉持促進的權力觀點。
2. 女校長傾向以專家權及參照權作為權力運用基礎。
3. 女校長重視組織人際網絡，刻意沖淡權威形象。
4. 女校長善用合議制的權力分享方式。
5. 女校長常關懷部屬工作進度。
6. 女校長權力運用受到多重角色期許的束縛。

Abstract
Due to the cultural value system, the way we conceive of sex and power in some way differs. Men on the whole are encouraged to develop their “wings” to soar to strive for positions, accompanied with power; meanwhile, women are from time to time restrained from competition and urged to downroot as nursing and caring backforce of their male counterparts. Therefore, men get used to compete for power and at the mean time women retrieve from power battles. Then how about women entrusted with position power when in a formal organization? What are their perceptions of power? And how will they make use of their power? And from the interpretist standpoint, how the socialization process and social context weave into impact on those women with power? The researcher called for two female high school principals as participants.
Utilizing the methods of participant observation and interview, the researcher remained herself close to the field, and in this way to get thorough knowledge of how the two female principals perceived their power and practically made use of it. Data gathered from the observations and interviews were wrapped up with thick description as presented in Chapter Four and Chapter Five. Still in Chapter Six, the researcher endeavored to generalize likeness and differences between two participant female principals.
The researcher drew conclusions as follows:
1. Female principals tended to hold “ power-through” leadership.
2. Female principals were more likely to count on expert power and referent power.
3. Female principals looked much on creating harmonious school atmosphere, and thus more or less with softer leader images.
4. Female principals were likely to employ shared decision-making.
5. Female principals managed the administration progression by patrolling around and oral reminding as well.
6. Female principals were bound up with multi-role expectations, as a result, feeling restricted and to a certain degree frustrated, while they exercised position power.

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