重点学校与非重点学校的校长领导行为比较
柯政 陈霜叶 任友群
摘 要：我国重点学校制度的一个重要假设是重点学校可以把自身的高质量办学行为作为给其他普通学校的示范，但重点学校在办学上是否真的优于普通学校，学界和公众一直存在争论，并且已有争论大多没有证据支持。本研究运用全国5个城市60所学校校长问卷所获得的数据，对重点学校和非重点学校的校长领导行为进行分析。本研究获得的一个主要发现就是尽管重点学校和非重点学校在所有的背景变量上都存在显著差异，但它们的校长领导行为并不存在着明显的差异，重点学校有更好的办学质量这一假设并没有得到验证。本研究结果也提示，需要进一步关注为什么背景迥异的重点学校和非重点学校在校长领导行为上出现“同态化”趋势。
1、重点学校制度：政府根据一定的标准在各级各类学校中选出很小一部分比例的学校作为“重点学校”，通过政策干预把当时有限的办学资源集中投放到这些学校，让这些学校的教育首先发展起来。
2、在新中国成立后几十年的教育政策实践中，党教育政策的重心放在提升教育质量时，决策者就会想到建立或者恢复重点学校制度，重点学校一直都被决策者认为是提高教育质量的一个重要举措。
3、研究发现，重点学校和非重点学校处于两种很不相同的背景之下，但他们的办学行为和策略却基本一致。即总体上没有看到不同学校类型与学校办学行为、策略之间存在明显的相关关系。
4、研究结论：
（1）重点学校制度的基本假设存在问题。决策者假设重点学校可以在教学和办学上先行先试，然后把所积累的经验传递给其他学校，但从本研究结果来看，这个政策假设并不成立。
（2）重点学校有更高的学校效能，可能主要还是来自于政策效应。（学校效能即学校因素能解释学生差异的百分比）
（3）重点学校和非重点学校虽然所面临的学校背景迥异，但他们的办学行为和策略却基本上是一致的，这说明我国中小学办学已经被高度制度化了。（一旦某套行为模式被制度化之后，这种模式对大部分组织来说，就主要不是理性发展需要，而是出于一种合法性的需要了。迪马吉奥和鲍威尔把这个趋同化的过程称为同态化）
关键词：重点学校;校长领导;同态化
Comparison of Principals’ Leadership Behaviors in the Key and the Ordinary Schools
Ke Zheng，Chen Shuangye，Ren Youqun
Abstract：One of the standing rationales underlying the key-school policy in China assumes an exemplary effect of quality operational practices from the key schools to the ordinary ones. However there have been contesting research findings and arguments on the school advantage and better effectiveness produced by the key schools over the ordinary schools. Few empirical studies under rigorous methods and strong data have been found to contribute a meaningful argument on this issue. This study is based on a survey data from 60 school principals in 5 cities in China on their leadership behaviors practiced in the key and ordinary schools. It finds that principals in the key and ordinary schools have shown little distinctiveness in their leadership behaviors despite of significant school differences. Therefore the assumption for better quality of the key schools is not supported. This finding has implied a further discussion to explain the homogeneity of principals’ leadership behaviors in the key and ordinary schools.
Key words：key schools, principal leadership，homogeneity
Extension： 1、The main content of key school system: the government pick up a small fraction of schools from the whole as “key schools” according to some standards, and devote the scant educational resources at the time to those schools via policy interventions so that the education of those schools develop first.
2、In the several decades of educational policy practice after the founding of new China, decision-makers will come up with establishing or restoring key school system when the party wants to enhance the quality of education, and the key school system has always been considered to be an important measure to the decision-makers aiming at improving the quality of education.
3、The research finds out that, although the backgrounds of key and non-key schools are very different, their behaviors and strategies of running a school are basically the same. That is, we couldn’t see an obvious correlation between school types and behaviors& strategies of running schools in general.
4、Conclusions:
(1)The basic assumptions of key school system have problems. The decision-makers assume that the key schools could go first in teaching and running schools, and then pass the experience they’ve accumulated to other schools; but according to our research, the assumption is not tenable.
(2)The reason why key school has higher school effectiveness may mainly come from the effect of policies. (School effectiveness is the percentage of students’ differences that the school factor can explain.)
3)Although the backgrounds of key and non-key schools are very different, their behaviors and strategies of running schools are basically the same, which indicate that running primary and secondary schools in our country has been highly institutionalized. (Once a behavior pattern is institutionalized, to most organizations choosing the pattern is no longer out of rational development needs, but validity. DiMaggio and Powell called this process of convergence as isomorphism.)
出处：《北京大学教育评论》2013年1月第11卷第1期
搜集&翻译：王燕