發(fā)布時(shí)間：2018-10-22 15:49

【摘要】：教師作為內(nèi)嵌于學(xué)校社會(huì)網(wǎng)絡(luò)中的個(gè)體,其行為受到社會(huì)關(guān)系、網(wǎng)絡(luò)結(jié)構(gòu)位置以及網(wǎng)絡(luò)結(jié)構(gòu)特性的影響與塑造。以北京市5所小學(xué)全體教師為對(duì)象,采用社會(huì)網(wǎng)絡(luò)分析方法對(duì)學(xué)校教師的工作網(wǎng)絡(luò)、咨詢網(wǎng)絡(luò)與情感網(wǎng)絡(luò)進(jìn)行分析發(fā)現(xiàn):1)教師的工作與咨詢關(guān)系更為密切,情感關(guān)系相對(duì)淡薄;2)校長(zhǎng)處于三種社會(huì)網(wǎng)絡(luò)的頂端,具有很高的正式與非正式權(quán)力,但是大部分校長(zhǎng)較少對(duì)外尋求咨詢與情感支持;3)中層領(lǐng)導(dǎo)在三種社會(huì)網(wǎng)絡(luò)中處于"橋"的結(jié)構(gòu)位置,具有重要的中介作用;4)校長(zhǎng)與中層領(lǐng)導(dǎo)之間工作關(guān)系最為密切,其次是咨詢關(guān)系,最后為情感關(guān)系,并且咨詢與情感關(guān)系具有明顯的等級(jí)性;5)三種社會(huì)網(wǎng)絡(luò)中均存在著具有很高威望的普通教師,他們多數(shù)是有著豐富教學(xué)或班級(jí)管理經(jīng)驗(yàn)的成熟教師;6)學(xué)校內(nèi)部存在著規(guī)模、數(shù)量不等的非正式小群體,校長(zhǎng)并非其內(nèi)部成員,中層領(lǐng)導(dǎo)在其中扮演不同的角色。對(duì)此,學(xué)校應(yīng)該積極培養(yǎng)教師之間情感關(guān)系,促進(jìn)教師進(jìn)行良好的情感互動(dòng);加強(qiáng)校長(zhǎng)權(quán)力監(jiān)督機(jī)制建設(shè),確保校長(zhǎng)合理利用正式與非正式權(quán)力;重視核心教師的社會(huì)威望,發(fā)揮中層領(lǐng)導(dǎo)的橋梁作用;合理引導(dǎo)非正式小群體,避免資源壟斷或權(quán)力沖突。
[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.
【作者單位】： 北京師范大學(xué)教育學(xué)部;
【基金】：國(guó)家自然科學(xué)基金面上項(xiàng)目“中國(guó)基礎(chǔ)教育內(nèi)在質(zhì)量提升與學(xué)校管理改進(jìn)研究”的階段研究成果(項(xiàng)目編號(hào):71373028)
【分類號(hào)】：G627

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本文編號(hào)：2287598