学校道德领导的意旨、反思与践行

Benotation, Reflection and Implementation of Moral Leadership in Schools

学校道德领导坚持领导活动的价值负载性假设,以唤醒追随者的高层次需要和实现目的共享为主要任务,并强调领导者自身道德品性的前提性意义。它一方面切应着当下学校领导实践的时弊;另一方面也存在着主观与客观、引导与误导、同化与多样的内在紧张。结合现实与道德领导的可能问题来看,学校道德领导的践行须关注三个问题:一是确立学校领导阶段论思维;二是力行能提升道德水平的行为;三是作出有利于道德领导的制度调整。

Taking inspiring high level needs of followers and realizing aim sharing as its main task, moral Leadership in schools insists the hypothesis that the leadership is a value-laden activity, and emphasizes the premise significance of leaders＇ moral character. As a good ideal, though moral leadership has some intrinsic contradictions such as subjective and objective, guidance and misleading, identity and diversity, it is not an illusion, and it shows the social abuse of school leadership. Considering the possible problems of reality and moral leadership, we should pay close attention to three questions when putting moral leadership into practice： to establish school leaders＇ stage theory thinking, to improve moral level behavior, and to make the system be beneficial to moral leadership.