【作者】 徐晴；

【导师】 杨龙；

【作者基本信息】 南开大学 ， 行政管理， 2013， 博士

【摘要】 当前我国基础教育水平与发达国家相比还存在一定的差距,也尚未完全适应我国经济社会发展的需要,不能充分满足人民大众的教育需求。中小学校作为承担基础教育任务的主体,其办学水平的高低决定了基础教育的发展水平,而中小学校的办学水平很大程度上取决于学校校长的能力和素质。随着我国教育改革的不断深化和学校办学自主权的不断强化,校长作为一所学校的最高领导者,其职能与角色也在发生着深刻的变化,政府和社会公众对中小学校长能力、素质的要求也在不断提高。但是目前我国有关校长能力和素质要求、任职资格、评价体系等制度建设仍然相对落后,主要原因在于作为理论基础的校长职业化及职业化素质结构研究还有待深入。中小学校长已经成为影响我国基础教育发展的重要力量,校长职业化是校长角色发展的必然趋势,也是教育改革的必然要求和方向。职业化建设与管理问题越来越受到理论界和教育界的广泛关注和重视,并成为理论研究和实践探索的热点和重点。在困扰理论界和教育界的关于中小学校长职业化建设与管理的问题中,亟待解决以下突出问题：一是由于教育行政主管部门、中小学中高层管理者、中小学普通教职员工等不同群体对于中小学校长职业化素质结构认知存在较大差异,导致了管理和人才培养上的混乱和困惑；二是目前我国不少中小学校长职业素质不高或者职业化培养开发不足,这不仅影响中小学校长工作绩效,也严重制约着我国现代学校制度的建设和中小学教育水平的发展。为解决上述问题,本研究首先在借鉴相关理论和研究成果的基础上,通过访谈、问卷等实证研究方法,从政治素质、业务能力、管理水平等角度探讨我国中小学校长职业素质标准,构建校长职业素质模型,并基于职业素质模型,探索构建中小学校长选拔、培养和职业化评价机制。第二,由于国内外已有研究中缺乏职业化素质结构要素与工作绩效之间关系的研究,本研究将探讨校长职业素质模型的各构成要素对校长个体工作绩效各要素的影响力大小及其相关性,从而分析目前我国中小学校长绩效现状及其提升途径和对策。第三,通过分析研究现有中小学校长选拔、使用和考核中存在的诸多问题,结合中小学校长职业素质模型,本研究对我国中小学校长职级制进行探讨。全文共分9个部分。第一部分导论,界定了职业能力、职业素质、校长职业化、中小学校长职级制、绩效等基本概念,并梳理了有关理论成果并进行简评,最后提出本研究的研究思路、技术路线和方法。第一章简要介绍相关理论基础后,提出本研究的基本理论假设：我国中小学校长的职业化素质结构包括政治素质、职业精神、职业道德、职业能力、职业知识、职业经验和身心素质等七大要素(因子)；各要素的重要性存在差异从而对校长工作绩效的预测效果或影响存在差异。第二章介绍实证研究中量表设计和调查实施工作,包括量表设计的理论基础、前期访谈、预调查和量表检验,并对正式调查进行描述性统计。第三章通过对问卷调查进行统计分析,研究中小学校长职业化素质结构因子,发现七个维度的校长职业素质是分层结构,但相互之间存在很大的关联,不可能出现七大职业素质的严重失衡。第四章通过比较不同岗位类别的调查问卷对校长职业化素质结构的认知差异,分析得出不同岗位人群对中小学校长的需求会造成校长职业化素质结构具有同质性,但同时又存在差异的的结论。这也表明要重视岗位不同带来的对素质结构认知的差异,以便适应不同群体对校长素质的要求。第五章主要是构建中小学校长职业素质七大要素与任务绩效、关系绩效之间的结构方程模型,以此探讨绩效的影响因素。通过分析,结合任务绩效和关系绩效来看,职业精神和职业能力是影响中小学校长工作绩效最重要的因素。第六章通过分析比较三类不同岗位调查对象的中小学校长职业化一绩效模型认知差异性,从中可以看出,职业能力、职业道德、职业精神在中小学校长整体绩效模型中具有显著的影响力,对任务绩效与关系绩效的影响力相对均衡,而其他四类职业素质的对绩效的整体影响力相对较低。这种差异性也反映了目前我国中小学校长的实际工作状态。第七章是基于校长职业化素质结构模型的对策建议,提出构建中小学校长职位分析系统、人才选任和储备机制、职业化培训与教育机制、职业化水平测评体系和改进校长绩效管理体系的具体建议,最后探讨构建校长职级制和薪酬激励机制的措施和方法。第九部分总结,回顾本研究的主要研究结论,并对今后的研究提出展望。总之,探索构建校长职业化素质结构,有助于进一步转变我国中小学校长的思维观念,树立现代教育管理思想,提高职业能力和素质；有助于改革中小学校长的绩效考核机制,完善激励机制和加强权力监督；有助于推进校长职级制改革,取消校长职务行政级别,强化校长资格制度和推广聘任制,建立市场化的校长配置模式。以上目标的实现,将最终调动校长办学积极性和进一步深化教育体制改革,推进国家基础教育目标的实现。更多还原

【Abstract】 The current basic educational level of China is still lagging behind that of developed countries to a certain extent, and it does not fully adapt to China’s economic and social development needs or ordinary people’s educational needs. As the main entities of providing basic education, primary and secondary schools’capacities determine the development level of basic education, and the capacities of primary and secondary schools are determined to a large extent by the capacity and quality of principals. Along with the deepening of China’s educational reform and the strengthening of schools’autonomy, principals, as supreme leaders of schools, is witnessing profound changes in its functions and roles. Demands by the government and the public to the ability and quality of principals of primary and secondary schools are also increasing. But currently, institutional construction concerning the ability and quality requirement, qualification and evaluation system for principals is still somewhat backward, mainly because the study on principal professionalization as its theoretical basis still needs developing.Primary and secondary school principals have become an important force affecting the development of China’s basic education. Professionalization of principals is an inevitable trend of the development of the role of principals and a necessary demand and future direction of the educational reform. Professionalization development and management has been increasingly covered and emphasized by the theoretical and educational sectors and has become a focus and emphasis of theoretical research and practical exploration. Among all the problems concerning professionalization development and management of primary and secondary school principals that puzzle primary and secondary school principals, the following outstanding problems need urgent solving:firstly, different groups, such as administrative departments of education, senior management of primary and secondary schools and ordinary primary and secondary school teachers hold very different views on the professionalization of primary and secondary school principals, this has caused chaos and confusion on the management and talent training; secondly, the professional quality or professional training and development of many primary and secondary school principals is not sufficient in China, this does not only affect the job performance of them but also restrict the development of China’s-modern school institutional’building and the educational level of primary and secondary schools.To solve these problems, this study firstly draws on the basis of theory and research, by empirical methods of interviewing and questionnaire, discuss the professionalization quality standard of China’s primary and secondary school principals from the perspectives of political quality, operational capacity and management level and develop models for principals’professionalization, and based on these models, explore selecting, training and professional evaluation mechanisms for primary and secondary school principals. Secondly, as available researches in China and abroad lack the study of the relationship between professionalization quality structural elements and job performance, this study will discuss the impact of the elements of principal professionalization quality models on their individual job performances, including its strength and relevance, and therefore analyze the current situation of China’s principal performance and ways and measures to improve it. Thirdly, by analyzing and researching many problems in the selection, use and evaluation of primary and secondary school principals, based on principal professionalization quality models, this study will explore the rank system of China’s primary and secondary school principals.The article includes nine parts totally. First of all, the introduction, defines basics concepts such as principal professionalization, professional quality of principals, schoolmasters rank system and performance. It also combines relevant theoretical results and give brief reviews, and finally proposed ideas, technology path and method of this study. The first chapter gives a brief description of the basis of the theory and proposes the basic theoretical assumptions of this study:the professional quality structure of China’s primary and secondary school principals includes seven elements:political quality, professionalism, professional ethics, professional ability, professional knowledge, professional experience, and physical and mental qualities. There are differences in the importance of various elements and therefore affect the prediction effect and impact of principal job performances. The second chapter introduces empirical research in scale design and survey implementation, including the theory base, pre-interview and pre-survey of scale design, and scale test. After that, it gives descriptive statistics of the formal investigation. In the third chapter, by statistical analysis of the survey, it studies the structural elements of school principals’professional quality and finds the seven dimensions of the school principals’professional quality is a hierarchy but there are great correlations between them and severe imbalance in the seven professional qualities is not possible. The fourth chapter, by comparing the cognitive differences reflected in different positions’answers to surveys of principal professionalization quality structures, it concludes that demands for principals from different groups holding various positions will cause not only homogeneity in the elemental structure of principal professional qualities but also differences. This also shows that attention should be paid to the difference in perception of the quality structure caused by position differences and therefore adapt to needs by different groups for the quality of principals. The fifth chapter mainly constructs the structural equation models between the seven elements of principal professional quality and the task and relationship performance, and therefore discusses the effecting elements of the performance. After analyzing and combing task and relationship performances, we can see that professional spirit and competence are the most important elements affecting job performance of the principals. The sixth chapter analyzes and compares the cognitive differences of surveyed persons in three kinds of positions in their recognition of principals’professionalization-performance models and finds that professional ability, ethics and spirit have a significant influences on the overall performance models of school principals and their influences on task and relationship performances are relatively even but the other four kinds of professional qualities have relatively low overall influence on the performance. This difference also reflects the actual work conditions of China’s school principals. The seventh chapter is suggestions based on the principal professionalization quality structure model, including specific suggestions on building principal occupation analyzing system, talent selection and reservation mechanism, professional training and education mechanism, professional standard evaluation system and improving principal performance management system. In the end, it discussed about measures and methods in constructing principal rank system and payment incentive mechanism. The last part of the study is a summary of the main conclusions and presents the outlook for further researches.In short, exploring the establishment of principal professional quality structure will help to further transform the mindset of China’s primary and secondary school principals and establish modern education management thinking, improve professional ability and quality. It will help to reform the performance evaluation system of school principals, improve the incentive mechanism and strengthen supervision on powers. It will help to promote the principals rank reform and abolish the position administrative levels of principals, strengthen principal qualification institution and promote appointment system, finally establish market-oriented configuration modes of principal. Fulfilling these targets will mobilize the enthusiasm of principles in education and further deepen the reform of the education system, which will help the realization of the goals of the basic education of the nation.更多还原