科层和专业组织框架下的学校领导力研究

——以Y地区为个案

陈彬莉，史静寰

    摘要：在社会转型与新课程改革背景下，中国基础教育领域中的学校领导力具有什么样的特征？以Y地区为案例揭示出：在现阶段学校领导力的分布中，科层和专业体系一者并非径渭分明，而是相互作用；学校行政管理人员往往同时具备专业领域领导者的地位，这种双重身份有助于其在学校工作中发挥领导和影响力；普通教师在专业领域中发挥领导力的机会远远人于其参与学校行政事务的机会；新课改带来的对教学探索和创新的肯定，为行政和专业地位不足的青年教师发挥领导力带来机会;班卞任是学校组织中特有的超越科层与专业体系的特殊群体，其发挥领导力的途径和方式特别值得研究。与中学相比，小学的组织结构较为扁平化，决策更加开放，更强调团队合作，这种结构特征在一定程度上可能消饵存在于科层和专业体系之间的界限，使学校中所有行动者的力量更能够为学校的发展愿景所统合。除此之外，在学校传统的层级之外，项目推进的方式会产生新的领导位置，也能够激发学校中各个层次的行动者跨越层级发挥其领导力。

    关键词：学校领导力；科层组织；专业组织；学校改进

总结：1、20世纪80年代中期以后，学校领导研究开始转换为对学校领导力的研究，其关注点开始扩张，由仅仅关注校长逐步扩展到关注教师以及外部行动者的领导实践。

2、在科层框架下，呈现出二元领导力结构，即学校高层管理人员具有相对较强的领导力，学校基层最为强有力的行动者是班主任。

3、新课程改革为教师的专业发展提供了契机，进而为教师发挥领导力创造了条件。总体来说，职称越高的教师，发挥领导力的机会越多，但职称低、肯钻研的青年教师也具备发挥领导力的空间。

4、在学校组织层面的决策中，无论是专业事务，还是行政事务，多主体参与的程度相对较低。学校呈现出相对封闭的状态。

5、与中学相比，小学的组织结构呈现出更为扁平化的特征，中学的组织结构更加科层化。

6、针对特定问题而进行的教育研究和实验有可能突破学校组织的边界，推进多行动主体共同参与是突破教育改革瓶颈的重要措施。

School Leadership Research within the Framework of Bureaucratic and Professional Organization

——Case Study of Y Region

CHEN Bin-li, SHI Jing-huan

    Abstract：In the context of social transformation and the new curriculum reform, what’s feature of the school leadership in the field of China's basic education? in this paper,  as the case of Y region reveals: in the distribution of school leadership,  bureaucratic and professional system was not clearly distinguished, but interactions.  School administrators are often at the same time leaders in professional field,  this double identity contributes to their leadership. Teacher’s professional status contributes to their leadership in school affairs. Ordinary teacher plays a leadership role more often in the professional field than in school affairs. However, the new curriculum reform encourage teacher to explore and make innovation in teaching, which provide opportunity for young teachers lack of administrative and professional status to play a leading edge.  The class teacher is a special group across bureaucratic and professional system, its ways and means to play leadership is worth further study .Compared with secondary school, primary school organization structure is relatively flat, decision-making more open, and more emphasis on teamwork, this kind of structural characteristics may eliminate systems, and integrate all actors to make the boundaries existing between bureaucratic and professional efforts for school vision. In addition, project will produce new leadership, leadership positions, and can inspire all actors across.

Keywords：school leadership; bureaucratic organization; professional organization;  school improvement

出处：《教育学报》2009年第5期