中小学校长职级制改革的现实困境及应对策略

发布时间：2019-01-22 10:21

【摘要】：《国家中长期教育改革和发展规划纲要(2010—2020年)》明确制定了中小学校长的任职资格标准,要求实行校长职级制改革,积极推进校长专业化,提高学校管理水平。长期以来,我国中小学校长的管理一直借用行政人员的管理方式,实行校长行政级别制管理。新形势下,校长行政级别制的管理方式已不符合中小学教育发展的客观需要,不利于促进校长职业化、专业化发展,也不利于基础教育的改革和发展,校长职级制改革势在必行。校长职级制是一种新型的校长管理制度。校长职级制根据校长专业发展程度的差异,对具备不同德望、知识、能力、业绩的校长进行科学分类,从横向上将校长与教师、学校内部的行政管理人员以及行政机关公务员进行区分,形成独立的职务体系;从纵向上划分为若干等级,形成一定结构和跨度的职业阶梯,对不同等级的校长实施不同管理方式。校长职级制改革的推行对于加快校长职业化、专业化发展,促进教育家办学,推进基础教育改革和发展,具有十分重要的现实意义。我国中小学校长职级制改革始于1993年,20余年来我国中小学校长职级制改革取得了一定成效。运用访谈法、文献法、比较分析法等研究方法对我国中小学校长职级制改革进展情况进行调查研究发现,校长职级制改革仍然面临着诸多现实困境,主要表现在:部分利益主体对职级制改革存在抵触情绪;相关配套制度供给不足;政府权力下放不到位;校长职级制本身存在着一定的制度缺陷等。分析其中原因不难发现,中小学校长职级制改革进展不利,既有职级制改革路径选择方面的原因,也有国家层面支持力度不足方面的原因;既有校长群体对职级制改革认可、支持不足方面的原因,也有职级制改革缺乏良好的社会文化环境方面的原因。为了保障中小学校长职级制改革的顺利开展,主要应从以下几个方面入手:首先,坚持自上而下的改革路径;其次,加大国家对职级制改革的支持力度;再次,保障校长群体的相关利益,调动校长群体参与职级制改革的积极性;最后,营造良好的社会氛围,增加校长职级制改革的社会支持力度。
[Abstract]:The outline of the National Medium-and Long-Term Education Reform and Development Plan (2010-2020) has clearly formulated the qualification criteria for the principals of primary and secondary schools, which requires the implementation of the reform of the headmasters' rank system, the active promotion of the specialization of principals and the improvement of the level of school management. For a long time, the management of the principals of primary and middle schools in our country has been using the management of administrative staff to implement the administrative level system of principals. Under the new situation, the administrative level system of principals has not met the objective needs of the development of primary and secondary education, which is not conducive to promoting the professionalization of principals, professional development, and the reform and development of basic education. It is imperative to reform the headmasters' rank system. The principal rank system is a new type of principal management system. According to the degree of professional development of principals, the principal grade system scientifically classifies principals with different expectations, knowledge, abilities and achievements. The administrators and civil servants in the school should distinguish and form an independent duty system. It is divided into several grades longitudinally to form a certain structure and span of career ladder and to carry out different management methods for principals of different grades. The implementation of the reform of headmasters' rank system is of great practical significance for speeding up the professionalization of principals, developing their specialties, promoting educators' running schools, and promoting the reform and development of basic education. The reform of headmasters' rank system in primary and secondary schools in China began in 1993, and the reform of headmasters' rank system in primary and secondary schools in China has achieved certain results in the past 20 years. By using the methods of interview, literature and comparative analysis, this paper investigates the progress of the reform of the headmasters' rank system in primary and secondary schools in China. It is found that the reform of the headmasters' rank system still faces many practical difficulties. The main manifestations are as follows: part of the main interests of the rank system reform there is resistance; The supply of relevant supporting systems is insufficient; the decentralization of government power is not in place; there are certain institutional defects in the principal rank system itself. It is not difficult to find out that the reform of primary and secondary school principals' rank system is unfavorable both in the choice of path and in the lack of support at the national level. There are some reasons for the recognition and lack of support for the reform of the rank system among principals, as well as the lack of a good social and cultural environment for the reform of the rank system. In order to ensure the smooth development of the reform of the headmasters' rank system in primary and secondary schools, we should mainly start from the following aspects: first, adhere to the reform path from top to bottom; secondly, increase the state's support for the reform of the rank system; Thirdly, we should protect the relevant interests of principals and mobilize their enthusiasm to participate in the reform of the rank system. Finally, we should create a good social atmosphere and increase the social support for the reform of the headmasters' rank system.
【学位授予单位】：曲阜师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G637.1

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