中小学校长职级制实施现状与对策研究

----以山东省潍坊市为例

摘要：校长职级制是当前我国教育管理改革的热点，也是世界范围内教师专业化和校长专业化发展的需求。《国家中长期教育改革和发展规划纲要（2010-2020 年）》明确提出：“探索建立符合学校特点的管理制度和配套政策，克服行政化倾向，取消实际存在的行政级别和行政化管理模式。”“完善普通中小学和中等职业学校校长负责制”，为当前各地进一步推进和完善校长职级制提出了新的要求。

本研究将着眼点集中在山东省潍坊市实施中小学校长职级制 10 年来的过程和实践上，以山东省潍坊市中小学校长职级制实践为主体，分析总结了潍坊市开展中小学校长职级制 10 年来的实践经验，对其成功之处和不足之处进行了深入分析，摸清了当前中小学校长职级制存在的主要问题。结合上海、北京、广州、中山等已经开展中小学校长职级制实验地区的中小学校长职级制理论和实践，力求全面梳理当前中小学校长职级制的实际状况，对中小学校长职级制进行准确把握。然后总结各地的实践所取得的成效，探讨所存在的问题。结合当前教育发展形势和《国家中长期教育改革和发展规划纲要（2010-2020 年）》的新要求，通过对有关文献的研读，对中小学校长职级制的进一步推进和完善，从中小学校长职级制制度本身、配套制度等不同层面提出了进一步改进和完善的对策与建议。同时，论文还对解决中小学校长职级制问题进行了深入思考，结合国家公务员制度扩大试点，提出了新的思考角度，提出了拟设立教育公务员，综合解决中小学校长职级制管理问题的建议。

关键词：中小学校长；职级制；管理

总结：文章第一部分是绪论、概念、研究方法的界定。

第二部分先介绍了潍坊市中小学校长职级制的基本情况。

第三部分介绍了中小学校长职级制的成效与问题分析。

3.1 潍坊市中小学校长职级制实施的基本情况调查

3.2 当前中小学校长职级制取得的基本成效：3.2.1 理顺了教育行政部门与学校的关系3.2.2 促进了“教育家办学”体制的初步形成

3.3 当前中小学校长职级制存在的问题及原因分析：3.3.1 制度本身不完善，影响了工作的进展3.3.2 考评内容、考评方法不够科学、理性，影响了校长的积极性3.3.3 政校关系不理顺，校长办学自主性受到挤压

第四部分是推行中小学校长职级制有关问题意义的深度思考。列举如下：

4.1 关于中小学校长职级制实施目的的思考

4.2 关于校长与教师争利问题的思考

4.3 关于合理解决中小学校长与行政部门之间流动问题的思考

4.4 关于中小学校长职级制实施阻力的深层次思考

4.5 对校长评级与考核问题的思考

Implementation Status and Countermeasures of Rank Institution for Primary and Secondary School Principals

- - -Taking Weifang ,Shandong for example

Abstract：The rank institution for primary and secondary school principals is a hot spot of our country’s reform of the education management at the moment. And it is also the requirement of the specialization of teachers and the professional development of principals in the world. “The Outline of National Long-term Education Reform and Development Plan（2010-2020） "points out: “To explore and establish management systems and necessary policies that conform to the characteristics of the schools, overcome the administrative tendency, cancel the real administrative level and the administrative management mode.” And “ to perfect the school principal responsibility system in average middle and primary school and secondary vocational school” This has set a new request for further promoting and perfecting the principal rank system at current.

This study focuses on the ten-year process and practice in the implementation of school principal rank in Weifang, Shandong Province. It takes the practice in the school principal rank in Weifang, Shandong Province as the main body. The article analyses the practice experience in school principal rank system in the city of Weifang during the ten years, and it thoroughly analyses its success and deficiency .It has found out the main problems existing in the current school principal rank system. It combines with the school principal rank system theory and practice of the areas which have launched school principal rank system in Shanghai, Beijing, Guangzhou and Zhongshan, etc, and strives to comb the actual status of the school principal rank . It has grasped the school principal rank system accurately, then it has summarized achievements of the practice in all the areas and it has also discussed the existing problems.

This study is combined with the current education development situation and the new requirements of “The Outline of National Long-term Education Reform and Development Plan（2010-2020）", After the study of some literature, it further promotes and perfects the school principal rank system. It has proposed further improved and perfected countermeasures and suggestions according to the different levels of the primary school principals rank system itself, the necessary system and so on. And it has thought deeply about the solutions to the school principal rank system problems. Combining the rules that the country's civil service system can enlarge pilots, it has put forward a new suggestion about how to comprehensively solve the problems of school principal rank system management in terms of the improvement of education civil servants.

Key Words：primary and secondary school principals；rank institution；management

（宋希庭 教育管理专业 鲁东大学硕士学位论文）