学校内部教师社会网络现状及对学校管理改进的启示——一项基于社会网络分析的研究

The Current Situation of School Teachers' Social Networks and Enlightenment for School Management Improvement:A Research Based on Social Network analysis

教师作为内嵌于学校社会网络中的个体,其行为受到社会关系、网络结构位置以及网络结构特性的影响与塑造。以北京市5所小学全体教师为对象,采用社会网络分析方法对学校教师的工作网络、咨询网络与情感网络进行分析发现:1)教师的工作与咨询关系更为密切,情感关系相对淡薄;2)校长处于三种社会网络的顶端,具有很高的正式与非正式权力,但是大部分校长较少对外寻求咨询与情感支持;3)中层领导在三种社会网络中处于"桥"的结构位置,具有重要的中介作用;4)校长与中层领导之间工作关系最为密切,其次是咨询关系,最后为情感关系,并且咨询与情感关系具有明显的等级性;5)三种社会网络中均存在着具有很高威望的普通教师,他们多数是有着丰富教学或班级管理经验的成熟教师;6)学校内部存在着规模、数量不等的非正式小群体,校长并非其内部成员,中层领导在其中扮演不同的角色。对此,学校应该积极培养教师之间情感关系,促进教师进行良好的情感互动;加强校长权力监督机制建设,确保校长合理利用正式与非正式权力;重视核心教师的社会威望,发挥中层领导的桥梁作用;合理引导非正式小群体,避免资源垄断或权力冲突。

As individuals are embedded in schools’ social networks, teachers’ behaviors are infuenced and molded by social relations, their locations in social networks and social networks’ structure characteristics. This research takes all teachers in 5 primary schools in Beijing as subjects, uses social network analysis methods to conduct analysis on school teachers’ work network, advice network and friendship network and fnds that： （1） The teachers’ work has a stronger relationship with advice network, and a relatively weaker relationships with friendship network. （2） The principals are located at the top of the three kinds of social networks, and have very strong offcial and unoffcial authority, but most principals seldom seek advice and friendship support from the outside. （3） The middle-level managers are at the position of “bridge” in three types of social networks, playing an important intermediary role. （4） In terms of the relationship between the principals and middle-level managers, the closest relationship is in work network, followed by advice network, finally to friendship network, and the advice and friendship networks present significant characteristics of hierarchy. （5） In the three kinds of social networks, there exist ordinary teachers with very high prestige, most of whom are mature teachers with rich experience in teaching or class management. （6） In schools, there exist informal micro groups, in different sizes and amounts. The principals are not their internal members, however some middle-level managers are and they are playing different roles there. Based on the precedent conclusions, the researchers suggest that schools should actively foster friendship relationships among teachers, so as to promote their favorable friendly interaction, and strengthen the construction of principal powers’ supervision mechanism, ensuring principals’ rational utilization of formal and informal powers. Great importance should be attached to the core teachers’ social prestige, give full play to middle-level managers as the role of a “bridge” and exert reasonable guide to informal micro groups to avoid resource monopoly or powers’ confict.