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1、深圳市教育科学深圳市教育科学“十一五十一五”规划规划 2008 年度重点课题年度重点课题 “中小学教师参与学校管理的中小学教师参与学校管理的 现状与改进策略研究现状与改进策略研究” 结结 题题 报报 告告 行政主持人： 崔学鸿 业务主持人： 崔学鸿 主要研究者： 崔学鸿、房超平、陈尚宝、翁胜利 理论指导： 中 山 大 学 黄 崴 教授 华南师范大学 戴健林 教授 二零零九年十二月二十五日 I 摘 要 世界范围内的民主化浪潮使学校管理民主化日益成为学校管理研究的国际 性话题。学校管理民主化的核心是教师参与学校管理。教师参与学校管理，对 于改善学校内部关系、加强学校民主和科学管理、促进管理创新和学
2、校发展都 具有积极的作用。 我国政府向来重视学校的民主管理问题，在有关法律法规中明确规定了教 师参与学校民主管理的权利。随着新课程改革和教师专业发展的逐步深入，教 师参与管理的问题更加引起关注。但是，目前中小学教师参与学校管理的现状 不能令人满意。 本研究以深圳市南山区的中小学校为样本，通过调查和访谈并对其结果进 行分析得出以下结论： 中小学教师和学校管理者都能认识到教师以主人翁的姿态参与学校管理， 不仅有利于学校管理效率的提高，也有利于教师和管理者在学校管理中共同成 长。教师和学校管理者都希望教师能以主人翁的姿态参与学校管理。教师参与 学校管理的要求不高，主要目的是希望自己的建议能够受到重视
3、并被采纳。 中小学教师参与学校管理的程度不高，深圳市南山区中小学校教师实际参 与管理的平均值是 3.15。而且教师实际参与管理的内容与希望参与管理的内容 有较大差异，这种希望与现实之间的反差影响了教师参与学校管理的积极性和 主动性。 直接导致教师愿意参与学校管理而实际参与程度不高的问题的症结，是教 师希望学校管理者重视他们的参与行为与参与结果，与学校管理者由于缺失民 主氛围的环境因素和来自多方面的工作压力以及教职工的多元化要求，目前难 以充分满足教师们的这一最低诉求之间的矛盾。 这一矛盾在目前的中小学校应该具有普遍性。存在这一矛盾的原因有很多， 既有来自社会大环境的外部原因，也有出自学校内部的
4、原因；学校内部的原因 既有管理者和教师的主观原因，也有社会外部原因和学校内部原因所致的客观 原因，具体来说，有社会大环境民主氛围缺失的影响，有多年来学校集权管理 运行体制的惯性，有校长等学校管理者及教师民主意识低下和参政议政能力薄 II 弱的局限，等等。这一矛盾可谓是当前制约学校民主管理实践中教师主体参与 学校管理的瓶颈，化解这一矛盾对于推进教师参与学校管理的实际进程具有重 要的现实意义。 要突破这一瓶颈，本研究提出如下建议： 1校长要有民主的意识和宽广的胸怀，着力营造民主氛围浓郁的小环境。 2中层管理者要做校长与教师之间的联络员和润滑剂。 3教师要树立主人翁意识和全局观念。 4教师要具备相应
5、的参与管理的能力。 5给学校真正的办学自主权，用制度化、法律化的手段来确保教师参与学 校管理。 6改革政治体制，营造具有民主氛围的社会大环境。 关键词：中小学教师 参与学校管理 改进策略 III ABSTRACTABSTRACT The worldwide democratizing tide successfully makes it happen that the management democratization has gradually become an international research topic of the school management. The core
6、 of school management democratization is the teachers participation. Their participation in school management will produce a positive and active influence on the elimination of the inside intensions, the reinforcement of scientific and democratic management, the stimulation of management creation an
7、d even the advancement of school development. Our government has a wonderful tradition to pay a special attention to the democratic management in schools. The teachers rights of participating school management have been written into the specific regulation of the relevant law. With the further proce
8、ss of the New Curriculum Reform as well as teachers professional development, the issue of teachers participation of school management is now getting concerned very much. However, the situation of teachers participation has not been that satisfying so far. This research takes the primary schools and
9、 middle schools in Nanshan as studying samples. Some conclusions have been made by analyzing the results of investigating, visiting and talking. Both the teachers and administrators have realized itll be so much helpful for the elevation of management efficiency as well as the mutual development of
10、the teachers and administrators that the teachers participate in the school management with a “masters” attitude. They all expect this situation to come into being. The teachers dont require too much in the participation. They mainly hope their personal proposals could be paid attention and adopted.
11、 Actually the teachers dont get involved that much in the school management. The average figure about the Nanshan teachers participation degree in school management is only 3.15. And there is a big difference between the management situation the teacher are practically taking and the one they expect
12、 to take. The contrast between expectation and reality affected negatively the teachers enthusiasm and activity. The sticking point of the problem that directly brings on the situation is closely connected with a conflict. The teachers expect the school administrators to respect their participating
13、activities as well as the results. But on the other hand, the administrators couldnt satisfy the teachers expectations due to many reasons, such as the environment lack of democracy, their personal work pressure and the staffs multiple requirements. The conflict exists widely in the present primary
14、and middle schools. There are many causes for its existence. Some of them are the external cause about the social environment. Some of them come from the internal cause. For the internal one, there are teachers and administrators subjective causes as well as the objective ones created by the society
15、 and the school. Specifically speaking, the social environment lack of democracy has a bad influence. The power centralization management has the system inertia. The school administrators and teachers have so little democracy consciousness with very weak management abilities and skills. This conflic
16、t has become the bottle neck to block the democracy process in schools. So, it really has a practical meaning to solve the problem for the purpose of propelling the developing process of school management. To break through this bottle neck, this research offers the following advices: IV 1.The principal should have democracy consciousness and broad acceptance to create the small environment full of democracy. 2.The middle administrators should work as the contact people a
