【作者】 葛杨；

【导师】 曲铁华；

【作者基本信息】 东北师范大学， 教育博士（专业学位）， 2024， 博士

【副题名】基于社会生态系统视角的分析

【摘要】 当代德国教育哲学家博尔诺夫在《教育人类学》中提出,“人只要生存着,都有可能处于危机之中。”随着国际政治和经济形势的日趋复杂化,社会文化价值观念的日趋多元化,人类社会开始持续面对充满易变性、不确定性的新形势。学校作为一个特殊的社会组织,在充满危机的社会中也无法独善其身,自然灾害、突发公共卫生事件、校园暴力、性侵害、学生自杀等各种类型的校园安全事件频繁发生,一次又一次地引起公众对学校危机的广泛关注。 中小学校长危机领导力是学校安全有序运转的有力保障,是构建学校危机管理生态系统的核心部分,更是校长个体专业化发展的关键因素。但是,目前关于中小学校长危机领导力研究尚有不足,从理论层面来说,对中小学校长危机领导力的概念、内涵和构成要素缺少深入的探讨;从实践层面来说,中小学校长危机领导力作为校长领导能力的重要组成部分,缺乏应有的关注和相关能力的培训。因此,全方位深入研究校长危机领导力不仅可以提升校园全方位安全工作,同时对于推动校长个体的专业化发展,亦具有重要意义。 本项研究首先从学校危机管理工作的实际需要出发,在对危机本体、学校危机管理和危机领导力等相关文献系统梳理的基础上,从社会生态系统的视角重构了中小学校长危机领导力的概念,分析了其内涵、特点。其次,综合应用文献研究法、内容分析法、访谈法和专家咨询法分析、归纳和提炼出,中小学校长危机领导力的24个构成要素,并从社会生态系统视角构建了中小学校长危机领导力3M-4R模型。最后,为了进一步完善模型,检验模型的科学性,依据该模型,制定了中小学校长危机领导力发展水平问卷,对16个省的3088名中小学校长进行了问卷调查研究。得出的主要成果主要包括以下四方面: 1.从社会生态视角重构了中小学校长危机领导力的概念 社会生态视域下的中小学校长危机领导力是校长个人经验、性格特质、元认知、沟通能力、社会影响力等综合素质在学校危机管理方面的体现,是校长引领、组织、协调学校全体师生、社会组织、团体和机构,构建全社会共同参与的危机防控生态系统,是校长对于危机进行预防、应对、处理、沟通的综合能力,是使学校在最短时间内消除危机,恢复正常教学秩序的能力和智慧的总和。 2.构建了中小学校长危机领导力3M-4R模型 在前期充分把握中小学校长危机领导力的概念、内涵和特征,以及危机管理能力、危机领导力和应急管理能力等相关研究的基础上,以“生态化危机管理”理念为指导,以社会生态系统理论和危机管理4R理论为基础,构建了中小学校长危机领导力3M-4R模型。这一模型作为中小学校长危机领导力的核心框架,精细描绘了中小学校长危机领导力的内在结构和动态关系。 3.开展了中小学校长危机领导力现状调查 以全国16个省市的3088名中小学校长为研究对象,开展了校长危机领导工作现状的调查研究工作。获取了当前中小学校长危机领导力发展的详实数据。调查研究发现:一,中小学校长存在危机领导力整体水平不高且发展不均衡;二,中小学校长对危机领导力的内涵与价值普遍缺乏深层次的认知;三,中小学校长在危机预防应急预案的制定和实施方面能力有待提高;四,中小学校长缺少危机应对能力和责任担当;五,中小学校长缺少危机管理生态系统建设意识等一系列问题。 4.提出了促进中小学校长危机领导力发展的策略 依据中小学校长危机领导力3M-4R模型以及问卷调查结果,本研究进一步从个人、制度和环境三个方面分析了影响中小学校长危机领导力的主要因素,并从社会、制度、理论、文化、理念和培训六个方面提出了促进中小学校长危机领导力提升策略和建议,即:一,提供社会支持,强化中小学校长危机领导的社会认同;二,纳入考核评价,制定中小学校长危机领导力能力标准;三,加强理论研究,完善中小学校长危机领导力理论体系;四,推进文化建设,构建全员参与的学校危机管理生态系统;五,强化责任意识,提升中小学校长危机管理生态建设责任认知;六,开展相关培训,推动中小学校长危机领导力不断提升。更多还原

【Abstract】 In his book "Anthropology of Education",the contemporary German educational philosopher Otto Friedrich Bollnow proposed that "as long as people are alive,they are potentially in crisis." With the increasing complexity of international political and economic situations and the increasing diversity of social and cultural values,human society has begun to continuously face new situations full of volatility and uncertainty.As a special social organization,schools cannot escape the crisis-ridden society.Natural disasters,public health emergencies,campus violence,sexual assault,student suicides,and various other types of campus safety incidents occur frequently,repeatedly drawing public attention to campus crises. The crisis leadership of primary and secondary school principals is a powerful guarantee for the safe and orderly operation of schools,a core component of building a campus crisis management ecosystem,and a critical factor in the professional development of individual principals.However,there are still insufficient studies on the crisis leadership of primary and secondary school principals.From a theoretical perspective,there is a lack of in-depth exploration of the concept,connotation,and constituent elements of crisis leadership among primary and secondary school principals.From a practical perspective,crisis leadership,as an important component of principals' leadership abilities,lacks due attention and training in relevant skills.Therefore,a comprehensive and in-depth study of crisis leadership among principals can not only enhance campus safety work in all aspects but also has significant implications for promoting the professional development of individual principals. This study starts with the practical needs of campus crisis management.Based on a systematic review of relevant literature such as crisis itself,school crisis management,and crisis leadership,the concept of crisis leadership for primary and secondary school principals is reconstructed from the perspective of social ecological systems.The study analyzes its connotations,characteristics,and social values.Secondly,through a comprehensive application of literature research,content analysis,interviews,and expert consultation methods,24 constituent elements of crisis leadership for primary and secondary school principals are analyzed,summarized,and refined.Furthermore,a 3M-4R model of crisis leadership for primary and secondary school principals is constructed from the perspective of social ecological systems.Finally,to further refine the model and verify its scientific nature,a questionnaire on the development level of crisis leadership for primary and secondary school principals is designed based on this model.A questionnaire survey was conducted among 3,088 primary and secondary school principals from 16 provinces.The main achievements are as follows: 1.Reconstructing the concept of crisis leadership among primary and secondary school principals from the perspective of social ecology The crisis leadership for primary and secondary school principals from a social ecological perspective is a manifestation of the principals' comprehensive qualities,including personal experience,personality traits,meta-cognition,communication skills,and social influence,in school crisis management.It refers to the principals' ability to lead,organize,and coordinate all teachers,students,social organizations,groups,and institutions to build a crisis prevention and control ecosystem with full social participation.It is a comprehensive ability and wisdom for principals to prevent,respond to,handle,and communicate crises,enabling schools to eliminate crises and restore normal teaching order in the shortest time. 2.Constructing the 3M-4R model of crisis leadership for primary and secondary school principals Based on a thorough understanding of the concept,connotations,and characteristics of crisis leadership for primary and secondary school principals,as well as related research on crisis management capabilities,crisis leadership,and emergency management capabilities,the 3M-4R model of crisis leadership for primary and secondary school principals is constructed under the guidance of the "ecological crisis management" concept and based on the social ecological system theory and the 4R theory of crisis management.This model serves as the core framework of crisis leadership for primary and secondary school principals,providing a detailed description of its internal structure and dynamic relationships. 3.Conducting a survey on the current situation of crisis leadership for primary and secondary school principals A survey was conducted on the current situation of crisis leadership work among3,088 primary and secondary school principals from 16 provinces and cities across the country.Detailed data on the current development of crisis leadership for primary and secondary school principals were obtained.The survey found that: first,the overall level of crisis leadership for primary and secondary school principals is not high and unevenly developed;second,principals generally lack a deep understanding of the connotations and values of crisis leadership;third,principals need to improve their abilities in formulating and implementing crisis prevention and emergency response plans;fourth,principals lack crisis response capabilities and sense of responsibility;fifth,principals lack awareness of crisis ecosystem management system construction. 4.Proposing strategies to promote the development of crisis leadership for primary and secondary school principals Based on the 3M-4R model of crisis leadership for primary and secondary school principals and the results of questionnaire surveys,this study further analyzes the main factors that affect the crisis leadership of primary and secondary school principals from three aspects: personal,institutional,and environmental.It also proposes strategies and suggestions to promote the improvement of crisis leadership of primary and secondary school principals from six aspects: society,system,theory,culture,concept,and training.Specifically,the strategies and suggestions are as follows: first,provide social support to strengthen social recognition of crisis leadership for primary and secondary school principals;second,incorporate crisis leadership into performance evaluation and formulate standards for crisis leadership capabilities of primary and secondary school principals;third,strengthen theoretical research to improve the theoretical system of crisis leadership for primary and secondary school principals;fourth,promote cultural construction to build a school crisis management ecosystem with full participation;fifth,strengthen the sense of responsibility and enhance the understanding of crisis ecological construction responsibilities of primary and secondary school principals;sixth,carry out relevant training to continuously improve the crisis leadership of primary and secondary school principals.更多还原