To better understand excellent leadership in public relations (PR) of developing and experienced PR practitioners, this study focuses on the important qualities and dimensions of excellent leadership practitioners. This study continues on the work of Meng, Berger, Gower, and Heyman (2012) in their attempt to advance understanding of leadership in the PR field. According to the study's participants (N = 72): strategic decision-making capability, problem-solving ability, and communication knowledge and expertise are the three most important qualities of excellent leadership. Moreover, respondents rated that communication skills training, individual initiative and desire, and on-the-job experiences lead to excellent PR leadership. About half of the respondents indicated that PR leadership differs in three ways from leadership in other fields: ability to strategically construct messages, possession of comprehensive vision of how communication connects an organization to its publics in the larger social system, and the possession of an unwavering belief in the importance of honest and ethical organization communications and actions. Minimal differences between the importance levels of excellent PR leadership variables are noted; all the excellent PR leadership variables clustered around the "very important" score. It is presumed that one's stance toward excellent PR leadership reflects the current deficiency or the lack of experience one is experiencing in the realm of PR leadership.

校長是學校行政與教學的領航者，肩負學校經營與辦學績效的重責大任，任重而道遠。 本研究藉理論的探討與實務的驗證，就領導卓越校長五大研究問題：(一)如何實踐其教育理念；(二)如何營造其校園氣氛；(三)如何發展其學校特色；(四)如何達成其辦學績效；（五）對校長辦學的建議。深入瞭解榮獲校長領導卓越獎的校長，其在教育理念的實踐、校園氣氛的營造、學校特色的發展，與辦學績效的達成等領導作為；並能給予現任、新任校長提出具體的建議與看法。 本研究採深度訪談法，以三名榮獲教育部校長領導卓越獎的國民中學校長為研究對象；輔以問卷調查，請各校的主任、教師、學生與家長等代表填答問卷。務期從中獲得領導卓越校長的辦學歷程，以及其在教育理念的實踐、校園氣氛的營造與學校特色的發展，所成就的卓越辦學績效。 本研究結論如下： 一、教育理念的實踐：領導卓越的校長，能堅持個人教育理念，創新領導的價值，促進學生的全人發展，永續經營學校，辦學績效卓著。 二、校園氣氛的營造：領導卓越的校長，能以身作則來激勵、關懷師生與家長，並約之以法、曉之以理、動之以情，積極營造溫馨友善的校園。 三、學校特色的發展：領導卓越的校長，能瞭解學校不同的生態與條件，以及文化資源、師資專業人力，用心發展創意環境與優良校風的優質學校。 四、辦學績效的達成：領導卓越的校長，能不斷激勵自己與同仁專業進修；能實踐教育承諾，用心經營、用情灌溉，讓學校持續變更好，並擴大影響力。 五、領導卓越的校長，總能堅持理想、創新價值，能因多樣而多元、轉劣勢成優勢、揚特色為優質，並能因精進而傑出、因身教而廣化、因發熱而發光。 本研究建議如下： 一、教育理念的實踐：校長辦學，要能以理念帶動行動；教育理念要具體、明確、可行，兼具理想性與務實性，以有效能的經營校務，獲致卓越的辦學績效。 二、校園氣氛的營造：校長要能型塑組織文化、和諧融洽關係、成就雙贏；要能當校園的啦啦隊，營造校園產出「有機」的氛圍，成為友善溫馨的校園。 三、學校特色的發展：校長要能以身作則，以激發創意與熱情；改善環境，創造價值；給予師生全面性的關照，使具特色並更傑出，實現教育理想。 四、辦學績效的達成：校長要能當個全職的校長；有願景、有熱情、有責任心、有使命感，有道德高度；帶動行政團隊，辦好學校，達成卓越的辦學績效。 本研究期能為現任、新任的校長，於實際學校經營時，提供「追隨者典範」；期使典範移轉、轉化，並擴大影響，成就更多領導卓越的校長。以期達成提昇辦學績效，讓服務的學校成為卓越的優質學校，讓眾多的莘莘學子獲益更多。 / A principal is the leader of the teaching and administrative system in a school. He bears the great responsibility of running a school and achieving school performances. This study, by means of theoretical inquiry and practical verification, investigates the following five topics: how an excellent principal practices his education concepts, how an excellent principal creates campus ambiance, how an excellent principal develops distinguishing school features, how an excellent principal achieves excellent school performances, and what suggestions an excellent principal offers on running a school. We try to find out excellent principals’ leading actions in the practice of education concepts, the creation of campus ambiance, the development of school features, and the achievement of school performances. We also offer concrete opinions and suggestions on running a school to incumbent and newly-appointed principals. The main research method in this study is “profound interview”, and the study objects are three junior high school principals who received the Excellent Principal Award from the Ministry of Education. Questionnaires filled in by the directors, teachers, students, and parents of these three junior high schools are also used to collect information about the three excellent principals. We try to understand these principals’ courses in running a school. We also try to find out how they practice their education concepts, how they create campus ambiance, how they develop distinguishing school features, and how they achieve excellent school performances. My study has conclusions as follows: 1. The practice of education concepts: An excellent principal insists on his education concepts. He creates new values for leadership. He promotes the whole-person development of students and the permanent running of the school. He achieves excellent school performances. 2. The creation of campus ambiance: An excellent principal is a role model. He encourages and cares for teachers, students, and students’ parents. He communicates with rules, reasons, and love. He enthusiastically creates a warm and friendly campus. 3. The development of distinguishing school features: An excellent principal knows well about the ecology, the conditions, the cultural resources, and the human resources of his school. He attentively develops a high quality school with a creative environment and excellent school spirit. 4. The achievement of school performances: An excellent principal never stops learning, and he also encourages his colleagues to keep learning. He keeps his education promises and runs his school attentively. He keeps his school changing and makes it become better and better. He has great influence over others. 5. An excellent principle always sticks to his ideals and creates new values. He is versatile because of diversity. He turns inferiority to superiority. The distinguishing features of his school makes his school a high quality school. His hard work makes his school eminent. His example teaching widely influences the school teachers and students. His enthusiasm enkindles other people’s enthusiasm. Here are some suggestions of my study: 1. The practice of education concepts: Running a school, a principal has to promote actions with education concepts. His education concepts should be concrete, precise, and feasible so that he can run a school effectively and achieve excellent school performances. 2. The creation of campus ambiance: A principal should be able to mold the school culture and create harmonious campus relationship. He should be a cheerleader and create organic campus ambiance. He should do his best to build a friendly and warm campus. 3. The development of distinguishing school features: A principal should be a role model to bring about the creativity and enthusiasm of his colleagues. He should improve the teaching environment and create values. He should care for teachers and students in all aspects. He should make his school eminent and distinctive, fulfilling his ideal education dreams. 4. The achievement of school performances: A principal should be a full-time principal. He should have vision, enthusiasm, a sense of responsibility, and high morality to lead the school administrative team to run the school well and to achieve excellent school performances. The purpose of this study is to offer “follower models” for incumbent principals and newly-appointed principals. We hope that the models will transfer, change, and broaden their influence and help create more excellent principals. In this case, these excellent principals will promote excellent school performances, make their schools become high quality schools and benefit more students.

Business today is conducted within societies facing complex global challenges and unprecedented demands for effective, ethical, and excellent business leadership that proactively manages its societal impacts. Integrating economic success with service of the common good requires a sound, shared understanding of “positive” executive business leadership to guide executive selection, education and development, and practice. This thesis formulates and theoretically grounds a general theory of positive executive business leadership. Integrative Executive Leadership (“IEL”) addresses the individual, pairs/groups/teams, organizational, and societal levels of business. Within these contexts, IEL exercises positive integrative agency through multi-stakeholder professional stewardship, integrated performance management, and living codes of ethics. This requires the practice of five mutually-reinforcing positive behavioural repertoires: contemplative self-leadership, functional-relational facilitative leadership, full range managerial-leadership, visionary strategic leadership, and transforming-developmental leadership. These are reinforced by five positive philosophies or styles of leadership: authentic, moral, spiritual, servant, and wise leadership. Consequently, IEL is predicated upon essential competencies, attainments, and positive dispositions. Especially, IEL requires the cultivation of positive psychological states, traits, and virtues, eudaimonic character, postautonomous levels of ego development, psychological complexity, integrative consciousness and flow. In addition to promoting intrinsic morality, these farther reaches of human nature contribute to effective and excellent leadership performance. Integrative Executive Leaders do well by doing good. IEL was developed through multiparadigm theory-building, adopting a pragmatic epistemology, and employing a transdisciplinary, positive scholarship approach to integrate the findings from a broad range of qualitative and quantitative research from the humanities and the social sciences. IEL theory articulates important theoretical relationships derived from: leading insights from management and organization theory; salient research findings from the social sciences and the humanities; insights from positive psychology, positive organizational behaviour, positive organizational scholarship, constructive developmental psychology, transpersonal psychology, and integrated empirical ethics; interpretive analyses of the biographies of great world leaders; and, a rich case study of an extraordinary executive business leader. Accordingly, IEL is advanced as an emergent theory with both theoretical grounding and empirical reference. The path forward requires further transdisciplinary, multiparadigm, multi-method research to further develop and refine IEL and establish it as a grounded theory of positive executive business leadership.

Business today is conducted within societies facing complex global challenges and unprecedented demands for effective, ethical, and excellent business leadership that proactively manages its societal impacts. Integrating economic success with service of the common good requires a sound, shared understanding of “positive” executive business leadership to guide executive selection, education and development, and practice. This thesis formulates and theoretically grounds a general theory of positive executive business leadership. Integrative Executive Leadership (“IEL”) addresses the individual, pairs/groups/teams, organizational, and societal levels of business. Within these contexts, IEL exercises positive integrative agency through multi-stakeholder professional stewardship, integrated performance management, and living codes of ethics. This requires the practice of five mutually-reinforcing positive behavioural repertoires: contemplative self-leadership, functional-relational facilitative leadership, full range managerial-leadership, visionary strategic leadership, and transforming-developmental leadership. These are reinforced by five positive philosophies or styles of leadership: authentic, moral, spiritual, servant, and wise leadership. Consequently, IEL is predicated upon essential competencies, attainments, and positive dispositions. Especially, IEL requires the cultivation of positive psychological states, traits, and virtues, eudaimonic character, postautonomous levels of ego development, psychological complexity, integrative consciousness and flow. In addition to promoting intrinsic morality, these farther reaches of human nature contribute to effective and excellent leadership performance. Integrative Executive Leaders do well by doing good. IEL was developed through multiparadigm theory-building, adopting a pragmatic epistemology, and employing a transdisciplinary, positive scholarship approach to integrate the findings from a broad range of qualitative and quantitative research from the humanities and the social sciences. IEL theory articulates important theoretical relationships derived from: leading insights from management and organization theory; salient research findings from the social sciences and the humanities; insights from positive psychology, positive organizational behaviour, positive organizational scholarship, constructive developmental psychology, transpersonal psychology, and integrated empirical ethics; interpretive analyses of the biographies of great world leaders; and, a rich case study of an extraordinary executive business leader. Accordingly, IEL is advanced as an emergent theory with both theoretical grounding and empirical reference. The path forward requires further transdisciplinary, multiparadigm, multi-method research to further develop and refine IEL and establish it as a grounded theory of positive executive business leadership.