学校内部教师社会网络现状及对学校管理改进的启示——一项基于社会网络分析的研究
发布时间：2018-10-22 15:49
【摘要】：教师作为内嵌于学校社会网络中的个体,其行为受到社会关系、网络结构位置以及网络结构特性的影响与塑造。以北京市5所小学全体教师为对象,采用社会网络分析方法对学校教师的工作网络、咨询网络与情感网络进行分析发现:1)教师的工作与咨询关系更为密切,情感关系相对淡薄;2)校长处于三种社会网络的顶端,具有很高的正式与非正式权力,但是大部分校长较少对外寻求咨询与情感支持;3)中层领导在三种社会网络中处于"桥"的结构位置,具有重要的中介作用;4)校长与中层领导之间工作关系最为密切,其次是咨询关系,最后为情感关系,并且咨询与情感关系具有明显的等级性;5)三种社会网络中均存在着具有很高威望的普通教师,他们多数是有着丰富教学或班级管理经验的成熟教师;6)学校内部存在着规模、数量不等的非正式小群体,校长并非其内部成员,中层领导在其中扮演不同的角色。对此,学校应该积极培养教师之间情感关系,促进教师进行良好的情感互动;加强校长权力监督机制建设,确保校长合理利用正式与非正式权力;重视核心教师的社会威望,发挥中层领导的桥梁作用;合理引导非正式小群体,避免资源垄断或权力冲突。
[Abstract]:As an individual embedded in the school social network, teachers' behavior is influenced and shaped by the social relations, the location of the network structure and the characteristics of the network structure. Taking all the teachers of five primary schools in Beijing as the object, this paper uses the social network analysis method to analyze the work network of the school teachers, the consultation network and the affective network. The results show that: 1) the relationship between the teachers' work and the consultation is more close. The principal is at the top of the three kinds of social networks and has high formal and informal power. However, most principals seldom seek outside counseling and emotional support; 3) middle level leaders are in the "bridge" structure of the three social networks, which play an important intermediary role; 4) the working relationship between principals and middle level leaders is the most close. The second is counseling relationship, and the last is emotional relationship, and the relationship between counseling and emotion is obviously hierarchical. 5) in the three kinds of social networks, there are ordinary teachers with high prestige. Most of them are mature teachers with rich teaching or class management experience; 6) there are small informal groups with different size and number within the school, the principal is not a member of the school, and middle leaders play different roles in it. In view of this, schools should actively cultivate emotional relations among teachers, promote teachers to conduct good emotional interaction, strengthen the construction of supervisory mechanism of principals' power, ensure principals' rational use of formal and informal power, and attach importance to the social prestige of core teachers. Give full play to the bridge function of middle level leader, guide informal small group rationally, avoid resource monopoly or power conflict.
【作者单位】： 北京师范大学教育学部;
【基金】：国家自然科学基金面上项目“中国基础教育内在质量提升与学校管理改进研究”的阶段研究成果(项目编号:71373028)
【分类号】：G627
[Abstract]:As an individual embedded in the school social network, teachers' behavior is influenced and shaped by the social relations, the location of the network structure and the characteristics of the network structure. Taking all the teachers of five primary schools in Beijing as the object, this paper uses the social network analysis method to analyze the work network of the school teachers, the consultation network and the affective network. The results show that: 1) the relationship between the teachers' work and the consultation is more close. The principal is at the top of the three kinds of social networks and has high formal and informal power. However, most principals seldom seek outside counseling and emotional support; 3) middle level leaders are in the "bridge" structure of the three social networks, which play an important intermediary role; 4) the working relationship between principals and middle level leaders is the most close. The second is counseling relationship, and the last is emotional relationship, and the relationship between counseling and emotion is obviously hierarchical. 5) in the three kinds of social networks, there are ordinary teachers with high prestige. Most of them are mature teachers with rich teaching or class management experience; 6) there are small informal groups with different size and number within the school, the principal is not a member of the school, and middle leaders play different roles in it. In view of this, schools should actively cultivate emotional relations among teachers, promote teachers to conduct good emotional interaction, strengthen the construction of supervisory mechanism of principals' power, ensure principals' rational use of formal and informal power, and attach importance to the social prestige of core teachers. Give full play to the bridge function of middle level leader, guide informal small group rationally, avoid resource monopoly or power conflict.
【作者单位】： 北京师范大学教育学部;
【基金】：国家自然科学基金面上项目“中国基础教育内在质量提升与学校管理改进研究”的阶段研究成果(项目编号:71373028)
【分类号】：G627
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