中学分布式领导研究

发布时间：2018-06-25 02:42

本文选题：中学 + 分布式领导　；参考：《广西师范学院》2015年硕士论文

【摘要】：以往学校领导的研究多是强调校长个人作用,认为校长具有扭转学校乾坤的特质和技能。随着教育改革的不断推进,社会对校长提出更高的期望,管理任务、教学监控、财政责任问题,学生、社区和家长的关系问题和提高学生成绩等如今都已成为学校领导职责,要想完成如此复杂的任务,领导的角色必须超越校长这个职位,个人英雄式的校长领导已过时。为了应对纷繁复杂的校内外环境,学校有必要分布领导权力,把传统集权式领导转变成分布式领导。分布式领导强调领导权力分布、共享和集体协作,提倡组织内人人可以是领导,但这种领导不是简单的增加领导厚度,而是在具体情境下,领导职能动态分布于组织的各个层面,发挥所有组织成员的领导能力,最大化的提高领导效能。分布式领导所具有的特征和学校独特的组织结构促使分布式领导成为当今学校管理的必然趋势。本研究对教育政策制定者、校长和参与学校领导编制程序的人员推行分布式领导具有创新性,并具有一定的参考价值。本文属于多案例研究,基于分布式领导理论的视角,采用分布式领导理论框架,通过问卷调查、访谈形式对3所实施分布式领导的中学进行调查研究,从校长权力分布的依据、领导职能分布的对象及形式等方面,了解中学分布式领导实施状况,并利用所收集的共70位教师、校长问卷和20位教师、校长访谈资料对3所学校进行了调查研究分析,得出以下研究结论:依据工作职责分布领导职能,体现职责与权力相对应原则;根据任务性质和教师专长分布领导职能,领导活动更科学;大部分教师赞同分布式领导实践活动;校长权责错位、授权虚化或分权不够,导致分布式领导实践效果不理想。分布式领导的实施缓解了校长压力,发挥了教师领导潜能,提高了教师参与学校管理的积极性,但是,分布式领导的实施在取得一定成效的同时,也存在一些现实问题:校长下放实权意识薄弱,分权不够;部分教师不愿或不主动承担领导职责等。由于这些因素的影响,使得中学分布式领导实践与真正的分布式领导还存在一定的差距。针对分布式领导实践中出现的现实问题,本文进行了原因分析:校长负责制下对校长责权的异化,制约了分布式领导的有效推进;校长和教师陈旧的观念和价值观给分布式领导的实施带来一定的负面影响;教师的基本需求没有得到满足,致使部分教师不主动承担领导职责。最后,提出改善中学分布式领导实践的策略:构建领导权力共享的协作性组织文化,营造分布式领导氛围;为教师创建领导实践的“安全”环境,提升个体领导能力;建立激励机制,提高教师参与领导的积极性。
[Abstract]:The previous studies of school leaders emphasize the personal role of principals and think that principals have the characteristics and skills to change the course of the school. With the continuous development of educational reform, it has become the responsibility of school leaders to raise higher expectations for school principals, to manage tasks, to monitor teaching, to issue financial responsibilities, to improve the relationship between students, communities and parents, and to improve students' performance. To accomplish such a complex task, the role of leadership must transcend the role of principal, whose personal hero leadership is out of date. In order to deal with the complicated environment inside and outside the school, it is necessary for the school to distribute the leadership power and transform the traditional centralized leadership into the distributed leadership. Distributed leadership emphasizes the distribution of leadership power, sharing and collective collaboration, advocating that everyone in the organization can be the leader, but this leadership is not simply to increase the thickness of leadership, but in specific situations. Leadership functions are distributed dynamically at all levels of the organization, giving full play to the leadership ability of all members of the organization and maximizing leadership effectiveness. The characteristics of distributed leadership and the unique organizational structure of school make distributed leadership an inevitable trend of school management. This study is innovative and valuable for educational policy makers, principals and school leaders to implement distributed leadership. This paper is a multi-case study, based on the perspective of distributed leadership theory, using the framework of distributed leadership theory, through the questionnaire survey, interview form of the three implementation of distributed leadership in the middle school investigation and research, from the basis of the power distribution of principals. In the aspects of the object and form of the distribution of leadership functions, this paper explores the implementation of distributed leadership in middle schools, and makes an investigation and analysis of 3 schools by using the collected data of 70 teachers, questionnaires of principals and 20 teachers, and interviews of principals. The conclusions are as follows: distribution of leadership functions according to job responsibilities, reflecting the principle of correspondence between duties and powers, distribution of leadership functions according to the nature of tasks and teachers' expertise, and more scientific leadership activities; The majority of teachers agree with distributed leadership practice activities, the principal's power and responsibility are misplaced, the delegation of authority is deficient or the decentralization is not enough, the result of distributed leadership practice is not ideal. The implementation of distributed leadership alleviates the pressure of principals, exerts the potential of teachers' leadership, and improves the enthusiasm of teachers to participate in school management. However, the implementation of distributed leadership has achieved some results. There are also some practical problems: the consciousness of devolving real power is weak, the decentralization is not enough, and some teachers are unwilling or unwilling to take the leading role. Due to the influence of these factors, there is still a certain gap between the practice of distributed leadership in middle school and the real distributed leadership. In view of the practical problems in the practice of distributed leadership, this paper analyzes the causes: the alienation of the principal's responsibility under the principal responsibility system restricts the effective advancement of the distributed leadership; The outmoded concepts and values of principals and teachers have a certain negative impact on the implementation of distributed leadership, and the basic needs of teachers are not satisfied, which results in some teachers not taking the lead responsibility actively. Finally, the strategies to improve the practice of distributed leadership in middle schools are put forward: to build a cooperative organizational culture of leadership power sharing, to create a distributed leadership atmosphere, to create a "safe" environment for teachers' leadership practice, and to promote individual leadership ability. Establish incentive mechanism to improve the enthusiasm of teachers to participate in leadership.
【学位授予单位】：广西师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G637

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