摘要：“公平与卓越”是二十一世纪基础教育发展的新趋势。随着我国义务教育进入“普九后”时代，人们对基础教育的要求也越来越高，人们要求中小学能为每个学生提供平等的、优质的、适其发展的教育。知识社会的发展同样给学校带来了新的挑战。传统治理理念影响下的校长领导强调工具理性与技术理性，强调教学工作的有序性、统一性，却忽视了学生个体的多样性、差异性，忽视了组织成员的情感需求，致使在领导过程中丧失道德维度与价值理性。在个人意识不断增强、传统权威逐渐瓦解的时代，校长应转变领导方式，走向价值引领的道德领导。在本文中，笔者以文献法、访谈法和个案法为研究方法，提出既有校长领导现存问题主要表现在：价值导向功利化，忽视了学生受教育权利和受教育机会的平等；学校教育同质化，忽视了学生个性化发展；学校文化浅表化，忽视了对教职员工和学生的人文关怀，并究其原因在于教育的功利化和工具化、学校组织的科层化以及校长自身领导者意识淡薄。由此，以托马斯?萨乔万尼的学校道德领导为理论框架，提出在我国中小学实施校长道德领导的价值并以校内教育公平理念为基础，以课程建设和文化建设为依托构建实现途径模型。
关键词：校长领导；校长道德领导；校内教育公平
Abstract：“Equity and excellence” is the new trend of the development of basic education in the twenty-first century. With China's compulsory education into “after the nine-year compulsory education ”era, people need better basic education and primary and secondary schools are required to provide each
student with equal, high-quality, suitable education. Knowledge society has brought new challenges to the development of these schools. However, the traditional
tool principal leadership emphasis on technical rationality, the order and unity of teaching work, but ignore the student diversity and differences,
the value of rational leadership and the emotional needs of the members of school organizations. In the era of personal growing awareness of the
gradual disintegration of the traditional authority, the principal should change the style of leadership and shift the moral leadership from the
traditional instrumental leadership.
In this article, with the research methods of the literature, interview and case analysis, did the author propose these existing problems of
the principal leadership which mainly contained the value guide utilitarian that ignored the students' right to education and equality of educational
opportunities; school education qualitative that ignored the development of students’ personality; school cultural superficialness that ignored the
humane care to the staff and students. The reasons contain the utilitarian and tools for education, the bureaucratic of school organization, and the
weak consciousness of principal leadership. Thus, using school moral leadership by Thomas Sergiovanni as the theoretical framework, the author
tried to implement the value of the principal moral leadership and construct the model of its accomplishment as the basis on the concept of
educational fair, curriculum and culture construction of China’s primary and secondary school.
Key words：Principal leadership；Principal moral leadership；Education fair
（师月月 首都师范大学硕士研究生学位论文）