中小學(xué)校長(zhǎng)道德領(lǐng)導(dǎo)問(wèn)題及對(duì)策研究
發(fā)布時(shí)間：2019-04-30 08:43
【摘要】：道德領(lǐng)導(dǎo)理論的提出是順應(yīng)時(shí)代發(fā)展和教育發(fā)展的結(jié)果,道德領(lǐng)導(dǎo)理論的問(wèn)世,打破了教育領(lǐng)導(dǎo)理論追隨企業(yè)領(lǐng)導(dǎo)理論亦步亦趨的尷尬局面,標(biāo)志著教育領(lǐng)導(dǎo)理論研究進(jìn)入了獨(dú)創(chuàng)階段。目前,道德領(lǐng)導(dǎo)受到國(guó)內(nèi)外很多專家和學(xué)者的關(guān)注,在教育管理學(xué)界有較大的影響,并逐漸將道德管理應(yīng)用于學(xué)校文化管理中,成為教育管理的新趨向。道德領(lǐng)導(dǎo)提倡在領(lǐng)導(dǎo)實(shí)踐中注重道德維度,實(shí)施人性化的學(xué)校管理,這是對(duì)科層化和人際技能為特點(diǎn)的傳統(tǒng)學(xué)校管理的批判和升華。在教育改革不斷深入和教育事業(yè)不斷發(fā)展的情形下,中小學(xué)校長(zhǎng)對(duì)學(xué)校的管理應(yīng)順應(yīng)形勢(shì),將道德領(lǐng)導(dǎo)理論與管理實(shí)踐有效結(jié)合,形成自己的領(lǐng)導(dǎo)特色。如何踐行道德領(lǐng)導(dǎo)應(yīng)當(dāng)成為廣大中小學(xué)校長(zhǎng)思考和重視的問(wèn)題。尤其是在師德建設(shè)之風(fēng)盛行的情況下,校長(zhǎng)作為教師之首,更應(yīng)反思自己在領(lǐng)導(dǎo)過(guò)程中是否將道德因素放在首位、將道德領(lǐng)導(dǎo)的思想滲透在工作中。在這樣的背景下,本文以發(fā)現(xiàn)問(wèn)題、分析問(wèn)題和解決問(wèn)題的思路開(kāi)展研究。本文主要分為四個(gè)部分:第一,對(duì)相關(guān)研究背景、以往研究成果和相關(guān)概念及理論等做出分析。第二,對(duì)中小學(xué)校長(zhǎng)道德領(lǐng)導(dǎo)的現(xiàn)狀進(jìn)行描述,通過(guò)案例法、訪談法對(duì)中小學(xué)校長(zhǎng)道德領(lǐng)導(dǎo)過(guò)程中存在的問(wèn)題及原因做出分析,主要存在的問(wèn)題是:1、中小學(xué)校長(zhǎng)的價(jià)值選擇呈現(xiàn)功利化,主要從價(jià)值觀層面對(duì)校長(zhǎng)錯(cuò)誤的育人觀念、利益觀和發(fā)展觀做出分析,價(jià)值觀念存在誤區(qū)使校長(zhǎng)無(wú)法對(duì)成員進(jìn)行價(jià)值觀念的引領(lǐng)和喪失對(duì)成員的情感關(guān)懷;2、領(lǐng)導(dǎo)過(guò)程中缺乏情感的溝通與默契,主要通過(guò)案例分析校長(zhǎng)在領(lǐng)導(dǎo)過(guò)程中過(guò)分運(yùn)用行政命令進(jìn)行管理,缺乏情感溝通,進(jìn)而造成組織的凝聚力不強(qiáng);3、校長(zhǎng)權(quán)力運(yùn)用呈一定的專權(quán)化趨勢(shì),在領(lǐng)導(dǎo)決策和管理的個(gè)人主義傾向違背道德領(lǐng)導(dǎo)視域下整合和平衡各方面相關(guān)利益的要求;4、領(lǐng)導(dǎo)行為中存在道德失范現(xiàn)象,不能很好的發(fā)揮校長(zhǎng)道德權(quán)威的作用。第三,對(duì)現(xiàn)存問(wèn)題進(jìn)行原因分析,主要從社會(huì)文化、組織結(jié)構(gòu)、權(quán)力制約和個(gè)人素養(yǎng)四個(gè)方面進(jìn)行分析。第四,綜合運(yùn)用領(lǐng)導(dǎo)學(xué)、組織行為學(xué)等相關(guān)理論提出中小學(xué)校長(zhǎng)踐行道德領(lǐng)導(dǎo)的對(duì)策:1、以正確的價(jià)值觀引導(dǎo)道德共同體的建設(shè),首先樹立人本價(jià)值取向,這是中小學(xué)校長(zhǎng)進(jìn)行道德領(lǐng)導(dǎo)的最基本、最核心的價(jià)值觀,然后形成集體認(rèn)同的共享價(jià)值觀,并在價(jià)值觀的指引下構(gòu)建道德共同體;2、以情感管理提升組織的凝聚力,將情感管理作為重要的管理手段,通過(guò)情感的溝通和激發(fā)道德情感增強(qiáng)組織凝聚力;以適當(dāng)?shù)臋?quán)力分配和運(yùn)用促進(jìn)師生的自我領(lǐng)導(dǎo),指出中小學(xué)校長(zhǎng)應(yīng)當(dāng)重視教師的專業(yè)自主權(quán),降低對(duì)教師專業(yè)自主的控制,另外賦予師生一定的決策權(quán)和讓師生充分發(fā)揮監(jiān)督權(quán),以期通過(guò)權(quán)力的分配和行使更好的為師生服務(wù),讓師生的在更寬松的環(huán)境中發(fā)展自我,實(shí)現(xiàn)自我的領(lǐng)導(dǎo);4、以培養(yǎng)美德為重任樹立道德權(quán)威。本文主要的寫作視角是基于組織行為學(xué)中組織——個(gè)人的關(guān)系,即校長(zhǎng)與學(xué)校組織之間的關(guān)系,圍繞中小學(xué)校長(zhǎng)在道德領(lǐng)導(dǎo)視域下“做正確的事”展開(kāi)對(duì)問(wèn)題的分析和對(duì)策的論述,對(duì)于問(wèn)題和對(duì)策的分析不涉及組織外圍環(huán)境,從中小學(xué)校長(zhǎng)個(gè)人的觀念和實(shí)踐出發(fā),將促進(jìn)每個(gè)人的發(fā)展作為終極目標(biāo),以道德領(lǐng)導(dǎo)作為改善校長(zhǎng)與師生、校長(zhǎng)領(lǐng)導(dǎo)和學(xué)校發(fā)展存在問(wèn)題與矛盾的新思路。
[Abstract]:The introduction of the theory of moral leadership is the result of the development of the time and the development of the education, the emergence of the theory of moral leadership, and breaks the awkward situation that the theory of educational leadership follows the leadership of the enterprise. At present, the moral leadership is concerned by many experts and scholars both at home and abroad, has a great influence in the educational management field, and gradually applies the moral management to the school culture management, and becomes a new trend of the education management. The moral leadership advocates the focus on the moral dimension in the leadership practice, and carries out the humanized school management, which is the criticism and the sublimation of the traditional school management which is characterized by the characteristics of the social and interpersonal skills. Under the condition of the deepening of the education reform and the development of the education, the primary and secondary school principals should conform to the situation, and combine the moral leadership theory with the management practice to form their own leadership characteristics. How to practice the moral leadership should be the problem that the principal of the primary and middle school should think and pay attention to. In particular, in the case of the prevailing wind of the teachers' moral construction, the principal is the head of the teacher, and should reflect on whether the moral factor is the first in the process of the leadership, and the thought of the moral leadership is infiltrated into the work. In such a background, this paper carries on the research on the thought of finding the problem, analyzing the problem and solving the problem. This paper is divided into four parts: first, analysis of related research background, past research results and related concepts and theories. Secondly, the present situation of the primary and middle school principal's moral leadership is described, and the problems and causes of the primary and secondary school principals' moral leadership are analyzed through the case law and the interview method. The main problems are as follows:1. The value choice of the principal and secondary school principal is to be utilitarianism, Based on the analysis of the concept of education, the view of benefit and the development view of the principal's error from the level of values, there is a misconception in the values that the principal can not lead and lose the emotional care of the members, and the lack of emotional communication and tacit understanding in the course of the leadership. In that course of the leadership of the principal, the principal of the case analyze the excessive use of the executive order to manage, lack of emotional communication, so that the cohesion of the organization is not strong, and the application of the principal's power has a certain tendency of specialization. The individualism tendency in leadership decision-making and management is in violation of the requirements of the relevant interests of the whole and the balance in the field of moral leadership;4. The phenomenon of moral anomie exists in the leadership behavior, and the role of the principal's moral authority can not be played well. Third, the analysis of the existing problems is mainly analyzed from the aspects of social culture, organizational structure, power restriction and personal accomplishment. In the fourth part, by using the theories of leadership and organizational behavior, the author puts forward the countermeasures to practice the moral leadership by the principals of the primary and secondary schools:1. To guide the construction of the moral community with the correct values, and to first set the orientation of the people-oriented value, which is the most basic of the moral leadership of the principal of the primary and secondary school. the core values, then form the shared values of collective identity, and build the moral community under the guidance of the values; promote the cohesion of the organization with the emotion management, and take the emotional management as an important management means; It is pointed out that the principal of primary and secondary schools should pay more attention to the professional autonomy of the teachers and reduce the control of the teachers' professional autonomy. In addition, the teachers and students have certain decision-making power and the teachers and students to give full play to the supervision power, so that the teachers and students can develop their self and self-leadership in a more relaxed environment through the distribution of power and the exercise of better service for teachers and students. The main writing angle of this paper is based on the relationship between the organization and the individual in the organizational behavior, that is, the relationship between the principal and the school organization, the analysis of the problem and the discussion of the countermeasures, The analysis of the problem and the countermeasure is not related to the surrounding environment of the organization, and from the concept and practice of the individual of the principal and primary school, it will promote the development of each person as the ultimate goal, and take the moral leadership as a new thought to improve the problems and contradictions between the principal and the teachers and students, the head of the school and the development of the school.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G637.1
本文編號(hào)：2468650
[Abstract]:The introduction of the theory of moral leadership is the result of the development of the time and the development of the education, the emergence of the theory of moral leadership, and breaks the awkward situation that the theory of educational leadership follows the leadership of the enterprise. At present, the moral leadership is concerned by many experts and scholars both at home and abroad, has a great influence in the educational management field, and gradually applies the moral management to the school culture management, and becomes a new trend of the education management. The moral leadership advocates the focus on the moral dimension in the leadership practice, and carries out the humanized school management, which is the criticism and the sublimation of the traditional school management which is characterized by the characteristics of the social and interpersonal skills. Under the condition of the deepening of the education reform and the development of the education, the primary and secondary school principals should conform to the situation, and combine the moral leadership theory with the management practice to form their own leadership characteristics. How to practice the moral leadership should be the problem that the principal of the primary and middle school should think and pay attention to. In particular, in the case of the prevailing wind of the teachers' moral construction, the principal is the head of the teacher, and should reflect on whether the moral factor is the first in the process of the leadership, and the thought of the moral leadership is infiltrated into the work. In such a background, this paper carries on the research on the thought of finding the problem, analyzing the problem and solving the problem. This paper is divided into four parts: first, analysis of related research background, past research results and related concepts and theories. Secondly, the present situation of the primary and middle school principal's moral leadership is described, and the problems and causes of the primary and secondary school principals' moral leadership are analyzed through the case law and the interview method. The main problems are as follows:1. The value choice of the principal and secondary school principal is to be utilitarianism, Based on the analysis of the concept of education, the view of benefit and the development view of the principal's error from the level of values, there is a misconception in the values that the principal can not lead and lose the emotional care of the members, and the lack of emotional communication and tacit understanding in the course of the leadership. In that course of the leadership of the principal, the principal of the case analyze the excessive use of the executive order to manage, lack of emotional communication, so that the cohesion of the organization is not strong, and the application of the principal's power has a certain tendency of specialization. The individualism tendency in leadership decision-making and management is in violation of the requirements of the relevant interests of the whole and the balance in the field of moral leadership;4. The phenomenon of moral anomie exists in the leadership behavior, and the role of the principal's moral authority can not be played well. Third, the analysis of the existing problems is mainly analyzed from the aspects of social culture, organizational structure, power restriction and personal accomplishment. In the fourth part, by using the theories of leadership and organizational behavior, the author puts forward the countermeasures to practice the moral leadership by the principals of the primary and secondary schools:1. To guide the construction of the moral community with the correct values, and to first set the orientation of the people-oriented value, which is the most basic of the moral leadership of the principal of the primary and secondary school. the core values, then form the shared values of collective identity, and build the moral community under the guidance of the values; promote the cohesion of the organization with the emotion management, and take the emotional management as an important management means; It is pointed out that the principal of primary and secondary schools should pay more attention to the professional autonomy of the teachers and reduce the control of the teachers' professional autonomy. In addition, the teachers and students have certain decision-making power and the teachers and students to give full play to the supervision power, so that the teachers and students can develop their self and self-leadership in a more relaxed environment through the distribution of power and the exercise of better service for teachers and students. The main writing angle of this paper is based on the relationship between the organization and the individual in the organizational behavior, that is, the relationship between the principal and the school organization, the analysis of the problem and the discussion of the countermeasures, The analysis of the problem and the countermeasure is not related to the surrounding environment of the organization, and from the concept and practice of the individual of the principal and primary school, it will promote the development of each person as the ultimate goal, and take the moral leadership as a new thought to improve the problems and contradictions between the principal and the teachers and students, the head of the school and the development of the school.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G637.1
【參考文獻(xiàn)】
相關(guān)期刊論文 前3條
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2 周妍;;國(guó)內(nèi)外教師專業(yè)化研究現(xiàn)狀簡(jiǎn)述[J];北京教育學(xué)院學(xué)報(bào);2014年04期
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