中小学校长危机管理能力研究

发布时间：2018-04-26 11:30

本文选题：中小学 + 学校危机　；参考：《杭州师范大学》2015年硕士论文

【摘要】：学校是一个开放的社会系统,各种内外部矛盾的激化都可能诱发学校危机。学校危机的发生往往令教育环境的健康发展举步维艰。校长是学校的领导者,如何提高校长的危机管理能力,使学校危机管理走入常态化,从而更有效地预防危机、应对危机?这是当前中小学面临的现实问题。相应地,校长危机管理能力的研究能够引起中小学校长对提升自身危机管理能力素养的重视,也可以为进一步完善学校危机管理提供方向。所谓“学校危机”,是一种未预警情况下,由某一因素或多重因素诱发而产生的,对于学校组织有严重威胁的破坏性事件,此类事件影响学校组织运作与发展,需要学校立即作出回应和处理。学校危机不仅有不同类型,而且有内在的发生机理可以把握;对学校危机进行管理,是校长应有的职责。学校危机管理,是指学校对于危机进行预防、处理、修复、善后的一种管理活动的策略过程。校长危机管理能力,属于一种职业情景中的特殊能力。任何特殊能力,都有其内在的心理结构和外在的行为表征。校长的危机管理能力呈现出结构化特点,具体由危机认知能力(其中包括危机学习、舆情管理、危机预防三种能力)、危机应变能力(其中包括危机反应、危机决策、危机沟通协调三种能力)、危机善后能力(其中包括危机修复和危机反思两种能力)构成。通过访谈调研、问卷调查及统计分析等实证研究可见,影响我国中小学校长危机管理能力不足有“危机管理无共识、管理规范性缺失、管理能力不全面、偏向化管理凸出、群体差异化明显”等五方面问题。解决这些问题,提升校长危机管理能力,可以通过研究者、教育行政部门、教育培训机构、校长、教师五大主体的五维整合路径来进行。就研究者而言,达成研究共识、深入探究规律;就教育行政部门而言,建立规范,把好校长的准入关、政策关、学习关和监督关;就教育培训机构而言,做好调研和课程设计,提高培训实效性;就校长而言,形成理性思维、完善危机管理机制、加强沟通协调和舆论引导、重视善后管理、提升道德修养;就教师而言,提高危机管理意识,加强技能学习,积极配合校长工作。
[Abstract]:School is an open social system, the intensification of various internal and external contradictions may lead to school crisis. The occurrence of school crisis often makes the healthy development of educational environment difficult. The principal is the leader of the school, how to improve the principal's crisis management ability, make the school crisis management into the norm, so as to prevent the crisis more effectively and deal with the crisis? This is the current primary and secondary schools faced with the reality of the problem. Accordingly, the study of the principal's crisis management ability can cause the primary and middle school principals to attach importance to the improvement of their own crisis management ability literacy, and can also provide the direction for the further improvement of the school crisis management. The so-called "school crisis" is a destructive event which is caused by one or more factors without warning and is a serious threat to the school organization, which affects the operation and development of the school organization. The school needs to respond and deal with it immediately. The school crisis not only has different types, but also has the inherent mechanism to grasp, and it is the principal's duty to manage the school crisis. School crisis management refers to a strategic process of school management activities for crisis prevention, management, repair and rehabilitation. The principal's crisis management ability belongs to the special ability in a professional situation. Any special ability has its internal psychological structure and external behavioral representation. The principal's crisis management ability shows structural characteristics, including crisis cognitive ability (including crisis learning, public opinion management, crisis prevention), crisis response ability (including crisis response, crisis decision making). The three abilities of crisis communication and coordination, the ability of crisis recovery (including crisis repair and crisis reflection). Through the investigation of interviews, questionnaires and statistical analysis, it can be seen that there is no consensus on crisis management, lack of normative management, incomplete management ability and prominent biased management, which affect the ability of crisis management of primary and secondary school principals in our country. Group differentiation is obvious, and so on. To solve these problems and improve the ability of principals' crisis management can be carried out through the five-dimensional integration path of the five main bodies of researchers, educational administrative departments, educational training institutions, principals and teachers. As far as researchers are concerned, they should reach a common understanding of research and explore the laws in depth; as far as the educational administrative departments are concerned, they should establish norms to ensure that principals are allowed to enter, policy, study, and supervise. For educational and training institutions, they should do a good job of research and curriculum design. To improve the effectiveness of training, to form rational thinking, to perfect crisis management mechanism, to strengthen communication coordination and public opinion guidance, to attach importance to aftercare management, to enhance moral accomplishment, to improve the awareness of crisis management, to improve teachers' awareness of crisis management, and to improve teachers' awareness of crisis management. Strengthen skills learning and actively cooperate with the principal.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G637.1

【参考文献】