摘要
现行中小学管理模式很大程度上决定了校长的专业能力,主要表现为:以学校的发展目标为核心,培育教师的团队精神与合作行为,克服专业化限制及其利益引发的隔阂、摩擦与冲突;以明确的规章制度与指令,非个人化的议事与决策程序控制学校组织的运行;实施结构性、支持性、对话性的领导方式,弥补依"科学管理"造成的激励机制缺陷,尊重与满足教师民主参与学校管理的需要。
Existing school management mode urges primary and secondary school principals to obtain such professional competence, embodied mainly in the respects such as coordination, controlling and incanting of the School organizations and its members. In another word, principal should take the school development goal as the core; secondly, principals also need to fry their best to overcome the limitations on professionalizing, eliminate the misunderstanding, frictions, conflicts caused by different interests; train their teachers in teamwork spirits and cooperation performance; controlling the operation of school with clear rules, regulation, instructions and impersonal procedures, mechanism as well; thirdly, principals ought to implement structural, supportive, dialogic style of leadership to compensate for the defects brought by the incentive mechanism, which is set up on the theory of ＂scientific management＂. Last but not least, principals should have abilities for respecting and meeting their needs to participate in school management.
出处
《教育发展研究》
CSSCI
北大核心
2008年第15期32-36,共5页
Research in Educational Development
基金
教育部人事司委托马立、张民选主持的课题“中国中小学校长专业标准的研究”的部分成果。
关键词
学校
校长专业能力
学校管理
管理模式
school management mode, professional competence of principal
