魏志春

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’夕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。

关键词:学校管理模式;校长专业能力

总结：1、学校教育教学内部分工体系决定了校长的专业协调能力。而这种专业化的组织协调能力主要体现在以下三个方面:

（1）以学校的发展目标为核心，提高学校的组织凝聚力。

（2）优化多方协商与沟通的环境与制度，引领并规范教师在尊重与欣赏前提下的竞争行为。

（3）培育教师的团队精神与合作行为，消除专业化限制所带来的隔阂、摩擦与冲突。

2、学校的科层组织体制决定了校长的专业控制能力。这种专业化的控制能力，集中表现在以下两方面:

（1）以明确的规章制度和规范的程序，获得学校成员自主的遵从行为。

（2）建立运行有效的反信息歪曲机制，形成学校成员自律的行为习惯。

3、学校的“科学管理”机制决定了校长的专业激励能力。校长的专业能力在激励教师方面应做到：

（1）在学校组织运行中实施结构性领导，尊重与满足教师自主发展和参与学校管理的权利。

（2）在学校发展过程中注重支持性的领导，创设教师专业发展的条件。

（3）在学校常规管理中强调对话性的领导，构建民主平等的教师工作环境。

Analysis of Professional Competence of Principal under the Existing School Management Mode

Wei Zhichun

Abstract: 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 try 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.

    Keywords: school management mode, professional competence of principal

出处：《教育发展研究》2008年