摘要：时至今日，教育因其功能受到各国政府的高度重视，而教育功能的实现取决于学校的效能水平。无论是研究证据还是常识判断都告诉我们，校长及其领导力水平对一所学校发展得好坏具有关键性影响。然而，今天的校长领导力正遭遇着前所未有的挑战。相关研究回顾显示，西方教育领导力尤其是校长领导力的研究进展与一般领导力的研究进展几乎保持同步水平，且相关研究成果己经广泛用于职前与职后的教育领导力（含校长领导力）开发之中；然而，国内校长领导力问题虽逐步开始受到重视，也取得一定的研究成果，但显得较为零散，较之于国外相关研究在广度和深度上都还尚存明显差距，研究方法也还有待丰富和规范。

    本文主张从组织层次上理解领导力概念，并借鉴博尔曼、萨乔万尼、郑燕祥等人的理论观点，认可组织层次上的校长领导力理解框架应为“五向度模型”：结构领导力、人性领导力、政治领导力、教学领导力、文化领导力。进而以该模型为理论基础，综合运用问卷调查、深度访谈、个案剖析等研究方法对我国中学校长领导力状况进行调查和分析。在为部分优秀校长及其卓越表现而感到快慰的同时，调研结果分析还发现，我国中学校长领导力明显存在这样的问题：结构领导力片面强势、教一学领导力与文化领导力明显弱势、政治与人性领导力有待提高，以及根据学校实际需要组合发挥五种领导力量的勉为其难。根源探析发现，中学校长领导力问题虽然表现在校长身上，但根子主要不在校长身上，而在于我们的校长管理体制存在较为严重的缺陷和漏洞，以及随之而来的校长领导实践多见“经验模仿”而少见“专业引领”。   

最后，本文针对调查的问题发现与根源剖析，分别从专业、制度、主体等三个视角提出改进中学校长领导力的对策建议：专业上——应将校长领导力的专业角色定位于教育领导者，教育领导力是校长专业标准的内核所在；制度上——拟入职环节应建立校长专业标准和健全校长资格制度，入职环节应改革校长选拔机制和完善校长任期制度，在职环节应健全校长职责、培训、评估、激励等制度，退职环节应建立健康的校长退出机制；主体上——校长应准确把握领导力内涵、多层次、多途径提升教育领导力水平，教育行政人员应努力提高教育领导水平、逐步实现教育行政专业化，研训者应真正成为校长专业发展的支持者、领导实践改进的引领者。

关键词：中学校长；领导力

总  结：

1、我国中学校长领导力明显存在的问题：结构领导力片面强势、教—学领导力与文化领导力明显弱势、政治与人性领导力有待提高，以及根据学校实际需要组合发挥五种领导力量的勉为其难等。

2、从专业、制度、主体等视角提出改进我国中学校长领导力的策略建议：专业上——应将校长领导力的专业角色定位于教育领导者；制度上——拟入职环节应建立校长专业标准和健全校长资格制度；主体上——校长应准确把握领导力内涵、多层次、多途径提升教育领导力水平。

Abstract：Nowadays every national government has been paying highly attention to education owing to its functions .The implementation of the education functions depend on the school effectiveness level. Whether the research evidence or common sense has told us that the principal and his or her leadership level have a vital influence on school development. However, today's principal leadership is facing unprecedented challenges. The relevant researches show that education leadership research especially the principal's leadership research in the western world keep in the same step with the general leadership research, and the relevant research achievements have widely been used in pre and post educational leadership (including principal's leadership) development. However, the field of domestic principal's leadership has gradually been paid attention and some achievements have been obtained, but these researches seem very fragmented and not enough in breadth and depth comparing with the western research, it is needed to be enriched and regulated in the field of research methods.

    This dissertation insists on comprehending the concept of leadership from the level of organization and accepts the framework of organizational leadership should be model of five dimensions learning including structural leadership, human leadership, political leadership, teaching-learning leadership and cultural leadership from Bolman, Sergiovanni and Yan-xiang Zheng. On this theoretical foundation this dissertation comprehensively uses the research methods such as questionnaire survey, deep interview and case analysis to investigate and analyze the situation of school principals' leadership in our nation. Though we should be gratified with some principals for their outstanding performance, simultaneously the research results shows that domestic school principals' leadership has such obvious questions as one-sided strong structural leadership, obviously vulnerable teaching-learning leadership and cultural leadership, the great need of improving political leadership and humanity leadership as well as the difficulty of exerting the power of the five alternative combination from the perspective of the actual needs. The root cause research shows that middle school leadership issues perform on school principals from the appearance, yet the root cause is not primarily the school principals but our principal management systems existing much serious defects and vulnerability as well as the subsequent practices of more experience imitation than professional guide.

Finally this dissertation offers suggestions to improve middle school principals' leadership respectively from the three perspectives of profession, system and subject on the  basis of issue  investigation and root causes analysis. From the perspective of major, we should place the professional role of school principal on educational leader, and educational leadership is the core professional standard for principals. From the perspective of system, the professional standards and qualification system of the principals should be set up in the pre-entry period, and we should reform the principal's selection mechanism and perfect  the principal occupation term system in the entry period. we should perfect the systems of duty, training, evaluation and motivation etc.. we should set up healthy work termination system in the principal retirement period. From the perspective of subject, school principals should accurately grasp the meaning of leadership to upgrade the level of education al leadership at multi-levels and in multi paths. Administrators should strive to improve the educational leadership level to realize the professionalization of educational administration, Researchers and trainers should really become the supporters of the principal professional development and leaders of leadership practice improvement.

Key words: Middle school principal; Leadership

（孙锦明  华东师范大学博士研究生学位论文）